Apprenticeship Self-Evaluation Document

CONFIDENTIAL
SELF-EVALUATION DOCUMENT FOR

PROGRAMME APPROVAL AND REVIEW
incorporating:
 The validation of the BSc (Hons) Financial Services Management
 Modifications to the BSc (Hons) Finance & Investment
Monday 7 October 2019

CONFIDENTIAL
Apprenticeship Self-Evaluation Document for Programme Review and Approval – October 2019
CONTENTS
PART A: INTRODUCTION AND BACKGROUND ........................................................................................ 5
Introduction ........................................................................................................................................ 5
Apprenticeship review and sector benchmarking .......................................................................... 6
Summary and recommendations........................................................................................................ 7
Programme and module teams .......................................................................................................... 8
Background: ‘Scene setting’ .............................................................................................................. 10
Prior experience in undergraduate provision ............................................................................... 10
Financial services sector and apprenticeships .............................................................................. 11
Target market................................................................................................................................ 11
Fit with strategy ............................................................................................................................ 12
BSc (Hons) in Banking Practice and Management ........................................................................ 12
PART B: VALIDATION OF BSc (HONS) FINANCIAL SERVICES MANAGEMENT .................................... 14
Introduction ...................................................................................................................................... 14
Award title......................................................................................................................................... 14
Benchmarking and standards ........................................................................................................... 15
External reference points.............................................................................................................. 15
Internal reference points .............................................................................................................. 15
Aims and learning outcomes ............................................................................................................ 15
Programme structure........................................................................................................................ 16
Overview ....................................................................................................................................... 16
Rationale for the Content and Structure ...................................................................................... 18
Level 4 Modules ............................................................................................................................ 19
Level 5 Modules ............................................................................................................................ 20
Level 6 Modules ............................................................................................................................ 23
Entry criteria ..................................................................................................................................... 26
Initial assessment .......................................................................................................................... 27
Recognised experiential prior learning (degree) .............................................................................. 27
Overview ....................................................................................................................................... 27
Timeline......................................................................................................................................... 27
Learning, teaching and assessment .................................................................................................. 27
Overview ....................................................................................................................................... 27
Course website.............................................................................................................................. 28
KnowledgeBank............................................................................................................................. 28
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Face-to-face workshops ................................................................................................................ 29

Synchronous webinars .................................................................................................................. 30
Apprentice support ....................................................................................................................... 30
Programme handbook .................................................................................................................. 30
Assessments .................................................................................................................................. 31
Summary of feedback ....................................................................................................................... 31
PART C: MODIFICATIONS TO BSc (HONS) FINANCE & INVESTMENT .................................................... 34
Introduction ...................................................................................................................................... 34
Overview of modifications ................................................................................................................ 34
Programme structure........................................................................................................................ 34
Overview ....................................................................................................................................... 34
Rationale for the changes ................................................................................................................. 36
Module optionality ....................................................................................................................... 36
FinTech .......................................................................................................................................... 36
Capstone project ........................................................................................................................... 36
Assessment strategy ..................................................................................................................... 37
Structure and content ....................................................................................................................... 37
Level 4 Modules ............................................................................................................................ 37
Level 5 Modules ............................................................................................................................ 38
Level 6 Modules ............................................................................................................................ 40
Conclusion ......................................................................................................................................... 42
List of appendices ............................................................................................................................. 44
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PART A: INTRODUCTION AND BACKGROUND
Introduction
1. This Self-Evaluation Document forms part of the supporting documentation for the formal
Validation Event on Monday 7 October 2019. It presents the case and seeks approval for:
 validation of the BSc (Hons) Financial Services Management to be offered within two
Level 6 apprenticeships, Financial Services Professional and Relationship Manager
(Banking);
 changes to the existing BSc (Hons) Finance & Investment via a periodic programme
review.
2. Following approval of the apprenticeships strategy by the then Leadership Group in

September 2017, The London Institute of Banking & Finance (LIBF) launched its first Level 6
apprenticeship programme, Relationship Manager (Banking)1, in October 2017. As is the
case with all Level 6 apprenticeships in which LIBF’s qualifications are mandated,
Relationship Manager (Banking) requires apprentices opting for the LIBF route to
successfully complete our Chartered Associate Programme.
3. LIBF offers apprentices two Higher Education (HE)2 progression routes through the
Chartered Associate Programme; either a degree or our ‘accelerated’ pathway (no degree).
Both options comprise modules from the same ‘menu’, with the latter potentially more
suitable for professionals already working in the financial services industry due to its shorter
duration. Successful completion of the Chartered Associate Programme culminates in
Chartered Associateship of LIBF (Chartered ALIBF), provided three years’ relevant industry
experience is held by the individual.
4. LIBF’s first Level 6 apprenticeship was in partnership with one of our major clients, Barclays,
and initially comprised 34 apprentices from the one employer, thereby enabling LIBF to run
a ‘closed’ programme. LIBF was sub-contracted by a large external training provider,
Knowledgepool, to deliver a degree within this apprenticeship and thus our existing part-
time BSc (Hons) Banking Practice and Management was adapted in a very short timescale
and in accordance with the client’s requirements. The Banking Practice and Management
programme was repeated in October 2018 with a second Barclays cohort comprising 26
apprentices. However, this time, Barclays appointed LIBF as the lead training provider3,
thereby giving us full responsibility over apprenticeship funding, management, compliance,
delivery and training.
1
https://www.instituteforapprenticeships.org/apprenticeship-standards/relationship-manager-banking/ [Last
accessed: 16 August 2019]
2
A third route via our Corporate and Professional Qualification Framework is also available.
3
LIBF is on the Register of Apprenticeship Training Providers (RoATP). During 2019, all currently-registered
training providers are being asked by the Education and Skills Funding Agency (ESFA) to re-apply, which LIBF
did in June 2019. (Outcome pending at the time of writing (September 2019).)
https://www.gov.uk/guidance/register-of-apprenticeship-training-providers and
https://www.gov.uk/guidance/becoming-an-apprenticeship-training-provider [Last accessed: 20 August 2019]
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5. Following approval in December 2017 by the Institute for Apprenticeships & Technical
Education of a new Level 6 apprenticeship standard, Financial Services Professional4, LIBF
proceeded in March 2018 to validate a second degree for inclusion within our
apprenticeship programmes. The rationale behind introducing the BSc (Hons) in Finance &
Investment was to ensure LIBF is able to offer employers five (out of the available six5)
streams within the Financial Services Professional standard. Whilst the BSc (Hons) Banking
Practice and Management was wholly appropriate for three of the five streams (Retail
Banking, Commercial Banking and Operations), it was not relevant for either Investment
Banking or Investment Management. In May 2018, we launched our first Finance &
Investment programme, a pilot ‘open’ cohort comprised of six apprentices (five from
another of LIBF’s major clients, Lloyds) following the accelerated pathway through the
Chartered Associate Programme. At the time of writing (September 2019), the first module
in this programme is still underway and, therefore, no performance or feedback data is yet
available.
Apprenticeship review and sector benchmarking
6. In March 2019, following 17 months of delivering the Barclays Relationship Manager

(Banking) apprenticeship to two cohorts6, it was deemed to be the right time to draw on the
experience gained and lessons learned to undertake a formal review of our apprenticeship
programme design and delivery.
7. The initial stage of the review process was two-fold. Firstly, the Head of Apprenticeships
conducted an external ‘benchmarking’ exercise with five Higher Education (HE) institutions
that are at varying stages of maturity in terms of their apprenticeship strategy and delivery.
During March 2019, in-depth telephone interviews with apprenticeship leads at the below-
listed organisations took place. These conversations were intended to provide a ‘snapshot’
of what is happening in the sector. (A summary of the findings is available on request.)
 Aston University
 Birmingham City University
 University College of Estate Management
 University of Surrey
 York St John University
8. Secondly, a meeting with key internal stakeholders was held on 25 March 2019. The
purpose of this meeting was to both reflect and seek feedback on LIBF’s current
apprenticeship delivery model and the findings gained as a result of the above-mentioned
benchmarking exercise. The meeting was chaired by the Head of Apprenticeships and
attended by the following colleagues:
 Associate Dean, HE Programmes

 Managing Director, Corporate & Professional Qualifications
4
https://www.instituteforapprenticeships.org/apprenticeship-standards/financial-services-professional/ [Last
accessed: 16 August 2019]
5
The sixth option, Workplace Pensions, is outside of LIBF’s subject area.
6
55 apprentices on programme at the time of writing (September 2019).
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 Head of Faculty
 Apprenticeships Programme Director
 Apprenticeships Data and Business Support Manager
 Head of Quality, External Regulatory Compliance
 HE Data Analyst
9. Recognising the nature and particularities of apprenticeships, the need to draw a clear line
between validation and design processes for standard degrees and apprenticeships was
acknowledged. One of the recommendations from the first phase of the review process was
that a distinct apprenticeship degree for retail banking, commercial banking and operations
should be approved. The new degree will retain a large number of elements from the
existing BSc (Hons) Banking Practice and Management programme but will, inter alia,
propose a new title and change to assessment mix, specifically to align the qualification to
the work-based nature of an apprenticeship programme. The recommendation to validate a
new apprenticeship degree was also referenced at the five-year Periodic Programme Review
(PPR) for the BSc (Hons) Banking Practice and Management which took place in July 2019.
(The PPR Self-Evaluation Document is available on request.)
Summary and recommendations
10. The panel is, therefore, requested to consider validation of the BSc (Hons) Financial
Services Management for onward approval by the LIBF Academic Board in November 2019.
Please refer to Part B of this Self-Evaluation Document which presents the case for the new
degree programme.
11. Furthermore, this validation event also allows the opportunity, via a periodic programme
review, for consideration of a few key modifications within the BSc (Hons) Finance &
Investment. This will ensure alignment of the BSc (Hons) Finance & Investment with both
the new BSc (Hons) Financial Services Management and the wider apprenticeship regime,
thereby giving LIBF a more rounded, coherent and relevant Level 6 apprenticeship offer.
Please refer to Part C of this Self-Evaluation Document.
12. It is also proposed that the BSc (Hons) Finance & Investment will no longer be made
available for collaborative partners. Although collaborative provision was part of the
validation and approval process in March 2018, there has been no indication of any appetite
by collaborative partners to take-up this degree. It is thus now felt that the BSc (Hons)
Finance & Investment should be designed and developed exclusively for the apprenticeships
market.
13. The development of the apprenticeship degree programmes has been co-led by the Head of
Faculty and Head of Apprenticeships, with specialist input from validation programme team
members and academic colleagues forming a wider advisory panel. In addition, feedback
from the financial services industry and, in particular, apprenticeship employers, as well as
current apprentices, has informed the programme design.
14. As part of both the internal review process and LIBF’s re-application to the Register of
Apprenticeship Training Providers (RoATP), and informed by the above-mentioned
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benchmarking, the governance of apprenticeships, including regulations, policies and

committees, is also being scrutinised. This is a collaborative exercise between the Head of
Apprenticeships and Quality, Policy & Regulation (QPR) colleagues. Although outside of the
validation event, this course of action is mentioned here in order to provide some further
context.
15. The remainder of this Self-Evaluation Document is set out as follows:
Part B presents the case for the new BSc (Hons) Financial Services Management and seeks
validation thereof.
Part C presents the proposed modifications to the BSc (Hons) Finance & Investment.
Programme and module teams
16. The programme team is responsible for designing, developing, managing and, in some cases,
ultimately delivering the programme and progressing the programme review and validation.
The team comprises a mix of disciplinary, industry, pedagogical and operational expertise.
Team members are as follows:
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Name Job Title Role in Programme

Development
Ms Karen Taylor Head of Apprenticeships Programme team leader
Self-Evaluation Document Co-

author
Dr Maria Carapeto Head of Faculty and Associate Module development lead

Professor
Self-Evaluation Document Co-
author
Ms Hema Tank Associate Dean, Degree Programme team member

Programmes
Mr Andy Beck Senior Lecturer, Relationship Programme team member

Management (Level 4) and
Organisational Management in
Financial Services (Level 5)
Mr Mark Heaton Director, Business Programme team member

Development
Mr Stuart Lanigan Lecturer Programme team member
Apprenticeship Personal Tutor

(until September 2019)
Mr Simon Ling-Locke Senior Lecturer, specialising in Programme team member

Risk Management
Ms Monika Misczcak Data and Business Support Programme team member

Manager (Apprenticeships)
Ms Caroline Murray Senior Lecturer, Financial Programme team member

Markets & Risk (Level 4) and
Commercial & Corporate
Banking (Level 5)
Apprenticeship Personal Tutor
Mr Jon Norton Lecturer, Strategic Programme team member

Management in Financial
Services (Level 6)
Ms Liz Turner Head of Assessments Programme team member
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17. A ‘module team’ is in place for each module of our apprenticeship degree offering, headed
by a lecturer and comprised of fellow subject experts who variously assume guest lecturing,
assessment moderation and advisory roles, as appropriate. These individuals are drawn
from both the world of academia and the financial services industry. The module teams are
responsible for designing, developing and enhancing the syllabus, content and learning and
teaching materials of their respective module in close collaboration with the Head of Faculty
and/or Head of Apprenticeships. Such academic framework will continue to be a core
element of the newly-titled BSc (Hons) Financial Services Management, as well as the BSc
(Hons) Finance & Investment, thereby ensuring that disciplinary expertise remains at the
heart of the programme.
Background: ‘Scene setting’
18. The development and enhancement of the apprenticeship programmes should be viewed in
the context of both the strategic aims of The London Institute of Banking & Finance and the
demands of the current financial services industry.
19. The London Institute of Banking & Finance has a long tradition of providing relevant
education within the world of financial services. Founded in 1879 as the Institute of
Bankers, the organisation has continued to evolve in line with the banking and financial
services industries. This includes, inter alia, developing the first professional award linked to
a university degree in 1996, broadening services as reflected in the change of name to the
Institute of Financial Services (ifs) a year later, achieving Taught-Degree Awarding Powers
(TDAP) in 2010 and gaining University College status in 2013, becoming ifs University
College. In 2015, a comprehensive strategic review was undertaken, which involved
consulting with students, members and the financial services industry in order to build a
new vision and strategy for the organisation. A new brand and identity, The London
Institute of Banking & Finance, was consequently launched in September 2016.
Prior experience in undergraduate provision
20. LIBF has been designing and delivering undergraduate provision since the mid-1990s,
originally via validation arrangements with its then university partners, the Universities of
Manchester, Kent and Surrey. These programmes were predominantly delivered on a part-
time basis to professional cohorts of students working in the financial services industry, with
the exception of a full-time arrangement with the University of Surrey.
21. Following the successful grant of TDAP as mentioned above, our degree programmes were
validated as awards of LIBF. The first full-time undergraduate programme was launched in
September 2011 and the successful graduation of this inaugural cohort took place in July
2014. LIBF subsequently built on this experience to develop and launch a number of
undergraduate awards as follows:
 BSc (Hons) in Banking Practice and Management, the flagship programme and the first
ifs University College-awarded degree delivered to students in both full- and part-time
modes;
 BSc (Hons) in Banking & Finance;
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 BSc (Hons) in Finance and Accounting for Financial Services;

 BSc (Hons) in Finance, Investment and Risk.
Financial services sector and apprenticeships
22. For more than a decade, the financial services sector has seen unprecedented, challenging
conditions, starting in 2007 with the Global Financial Crisis and continuing today with, above
all, the uncertainty around Brexit. Feedback from the financial services sector has,
therefore, informed all stages of the design and development of the apprenticeship
programmes, both since their initial inception and as part of this review and validation
phase. Typically, this is in the form of feedback obtained from our apprenticeship employers
and practitioner-oriented members of the institution’s academic community and module
teams. However, opinions have also been sought (and continue to be sought) from senior
industry professionals who are ‘external’ to the programme. An example of this is initial
consultation with the Higher Education Advisory Panel7 on the programme ‘concept’ in April
2019, the purpose of the panel being ‘to provide specialist, strategic and practical advice’ to
The London Institute of Banking & Finance.
23. New apprenticeship standards are developed by groups of employers, known as

‘trailblazers’8, with input from relevant professional bodies, training providers and HE
Institutions (including, in financial services, LIBF). The standards and associated assessment
plans published by the Institute for Apprenticeships & Technical Education explicitly state
the knowledge, skills and behaviours apprentices are expected to achieve by the end of their
programme to have successfully reached the necessary level of professional competency.
This places apprenticeship qualifications in the somewhat unique position of being able to
fully align their learning outcomes, syllabus and programme content to industry
requirements at the outset. A mapping exercise has been undertaken to ensure both the
BSc (Hons) Financial Services Management and the BSc (Hons) Finance & Investment reflect
the apprenticeship standard learning outcomes. Please refer to Appendix (i) for full details.
Target market
24. LIBF’s client portfolio (existing and prospective) is exclusively comprised of financial
institutions, ranging from the major banking names in the UK (Barclays, HSBC, Lloyds,
Santander) and internationally to smaller, more niche organisations (e.g. building societies,
private banks, investment managers etc). Although less than 2 per cent of employers
nationally are reported to pay the apprenticeship levy9, it is important to note that all of
LIBF’s target market is levy-paying. Whilst some financial organisations, such as Barclays,
have been leading players in apprenticeships for a number of years, others remain slow in
utilising their levy funds, preferring to lose the money or offer apprenticeships outside of
financial services (e.g. management, digital). Nevertheless, the BSc (Hons) Financial Services
Management (and the associated ‘accelerated’ pathway) are seen as a critical part of LIBF’s
7
Advisory Board members from Coutts, HSBC, Barclays, UBS and Lloyds.
8
https://www.instituteforapprenticeships.org/developing-new-apprenticeships/forming-a-trailblazer-group/
[Last Accessed: 20 August 2019]
9
https://www.gov.uk/government/publications/apprenticeship-levy/apprenticeship-levy [Last accessed: 20
September 2019]
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client offer and, provided approved, will be proactively marketed by us across the sector
during the final quarter of 2019.
Fit with strategy
25. As mentioned above, in autumn 2017, LIBF published its 2017-19 apprenticeship strategy.
The overarching remit of the strategy is ‘to support the growth in the number of high-quality
apprenticeships across the UK financial services sector’. This reinforces the organisation’s
own overall strategy ‘to be an internationally-recognised organisation delivering outstanding
financial education’; is in line with the object of The London Institute of Banking & Finance
as stated in the Royal Charter i.e. the ‘advancement of knowledge of and education in
financial services’; and mirrors the Government’s well-publicised vision for apprenticeships.
It is intended that, following this validation event, the apprenticeship strategy will be
revisited and reviewed.
BSc (Hons) in Banking Practice and Management
26. As mentioned above, to date, LIBF’s degree-level apprenticeship offerings in the retail,
commercial and operations sectors have encompassed the BSc (Hons) in Banking Practice
and Management. The degree pathway as agreed with clients does not include optional
modules but, instead, a cohesive route through the programme has been designed, with
apprentices progressing on a cohort basis, studying each module sequentially over a circa
3.5 year period. Apprentices study eight 30-credit modules in total (Barclays’ Relationship
Manager (Banking) programme shown below), with the remaining 120 credits (60 at Level 4
and 60 at Level 5) being accredited according to LIBF’s ‘Recognised Experiential Prior
Learning’ (REPL) policy during the final year of the programme. REPL is intended to reflect
the work-based nature of the apprenticeship degree and ensure that apprentices’
professional practice is recognised in their academic studies. (See Part B for more details on
REPL.)
27. The eight taught modules currently being studied by Barclays apprentices are:
Level 4
 Financial Markets & Risk (4FFM)

 Relationship Management (4REM)
Level 5
 Financial Services: The Commercial Environment (COEN) replaced from Cohort 1 to

Cohort 2 by
Organisational Management in Financial Services (5ORM)
 Commercial & Corporate Financial Services (5COM)
Level 6
 Strategic Management in Financial Services (SMIF)

 FinTech (6FIN)
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 Risk Management in Banking (6RSK)

 Advanced Work-Based Learning (AWBL)
28. To minimise disruption in the continuity of our apprenticeships which are at the stage of
building market reputation and recognition, the above modules (with the exception of
COEN, where there is too much ‘crossover’ with other modules) are being incorporated,
albeit with more or fewer modifications to ensure they are appropriate to the
apprenticeship as a whole and support the overall programme learning outcomes, into the
proposed BSc (Hons) Financial Services Management. LIBF is in a position to draw on this
experience in the development and delivery of the new apprenticeship degree programme.
In addition, members of the module teams for these eight modules are also involved in the
development and delivery of the relevant new modules. The relevant extract from the HE
Annual Monitoring Report, presented to the May 2019 Learning & Teaching Committee, is
available upon request.
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PART B: VALIDATION OF BSc (HONS) FINANCIAL SERVICES MANAGEMENT
Introduction
29. Part B of this Self-Evaluation Document, along with the accompanying documentation,
outlines the proposed new degree programme for which approval is now sought. It
discusses different aspects of the programme, including the title; structure and modules;
how the degree fits within an apprenticeship; learning, teaching and assessment; and means
of apprentice support.
30. The degree design and development has been informed, at all stages, by the experience and
feedback gained from delivering the BSc (Hons) Banking Practice and Management as part of
an apprenticeship over the last 20 months, as well as closely noting the recommendations
and discussion which have emanated from the on-going monitoring of the programme.
Award title
31. It is accepted that the title ‘Banking Practice and Management’ is outdated and may no
longer be wholly appropriate in today’s market. This is supported by the decision, in
November 2018, to cease offering the BSc (Hons) Banking Practice and Management as a
full-time programme. It is thus proposed that a new undergraduate degree called ‘BSc
(Hons) Financial Services Management’ is approved. It is felt that ‘Financial Services
Management’ is more clearly aligned to the Level 6 Financial Services Professional standard,
both in name and intended content, ensuring the coverage of both the wider financial
services sector (in accordance with the different streams in the standard) and the concept of
developing individuals’ management skills and competencies10.
32. Feedback on the award title has been received from the programme and module teams,
apprentices and corporate partners. The new title reflects that feedback. A modified award
name also explicitly distinguishes the existing part-time degree (being phased out) from the
apprenticeship.
33. In summary then, this award title is intended not only to be ‘marketable’ but, importantly, to
convey to apprentices and their employers the essence of what the programme is about,
namely:
 it is a degree-level course;
 it relates very clearly to the financial services sector (as opposed to simply banking);
 it is about the knowledge, skills and ‘know-how’ required to manage, where
management is not necessarily solely – or even at all – about direct line management.
34. It is worth noting that the BSc (Hons) Financial Services Management was the name of the
full-time degree awarded by the University of Surrey prior to LIBF achieving TDAP (as
mentioned above). Since, at that time, LIBF (ifs University College as then was) was only
10
Typical job titles as set out in the Financial Services Professional apprenticeship standard include: Retail
Banking Manager, Retail Branch Manager, Commercial Relationship Manager, Corporate Account Manager,
Assistant Risk Manager, Trainee Investment Manager, Operations Manager etc.
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responsible for awarding the professional designation, it is not foreseen that this new
qualification presents any conflict or confusion with our earlier offering.
Benchmarking and standards
35. In developing the BSc (Hons) Financial Services Management, reference was made to a range
of reference points, both external and internal, to ensure the appropriateness of the level,
characteristics and content of the programme in respect of the UK’s HE and apprenticeship
systems, and to ensure fit with LIBF’s own current policies and frameworks.
External reference points
36. The external reference points, account of which has been taken in the programme design
and development, include the following:
 QAA Characteristics Statement, Higher Education in Apprenticeships, July 201911

 QAA Subject Benchmark Statement, Finance, February 201612
 QAA Higher Education Credit Framework for England, August 200813
Internal reference points
37. The internal reference points, account of which has been taken in the programme design
and development, include the following:
 The LIBF Code of Practice which is, in turn, informed by the QAA’s UK Quality Code14.
This has inevitably informed many aspects of the programme design, although adapted
where relevant to meet the apprenticeship nature of the programme and its mode of
teaching and learning.
 The General and Academic Regulations for Students, Higher Education15 (encompassing
the Higher Education Credit Framework) which, as stated above, is also being re-visited
and, where appropriate, revised as part of the wider apprenticeship review. Any
proposed changes to the Regulations will be presented to the Academic Board for
approval in November 2019, coming into effect for apprentices beginning their
programmes from January 2020 onwards.
Aims and learning outcomes
38. The programme aims and learning outcomes are presented in full in the programme
specification (see Appendix (ii)). These are intended to explicitly map to the apprenticeship
11
https://www.qaa.ac.uk/news-events/news/supporting-higher-education-in-apprenticeships-qaa-publishes-
new-guidance# [Last accessed: 17 September 2019]
12
https://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/sbs-finance-16.pdf?sfvrsn=dd9ef781_10
[Last accessed: 17 September 2019]
13
https://www.qaa.ac.uk/docs/qaa/quality-code/academic-credit-framework.pdf?sfvrsn=940bf781_12 [Last
accessed: 17 September 2019]
14
https://www.libf.ac.uk/about-us/policies-regulations-and-code-of-practice [Last accessed: 17 September
2019]
15
https://www.libf.ac.uk/docs/default-source/HE/HE-Policies/general-and-academic-
regulations.pdf?sfvrsn=20 [Last accessed: 17 September 2019]
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standards, align to the concerns of the sector highlighted above, ensure an integration of
academic and practitioner perspectives, and support apprentices’ development, thereby
equipping them for professional competency and management roles within the financial
services sector.
Programme structure
Overview
39. As outlined above, in order to achieve the Financial Services Management degree,
employers will select eight 30-credit taught modules for their apprentices to study, with the
remaining 120 credits being accredited through LIBF’s policy of ‘recognised experiential prior
learning’ (see below). Those employers opting for the ‘accelerated’ (non-degree) pathway
through the Chartered Associate Programme will choose four modules, of which two must
be at Level 6. Responsibility for the discussion and consultation with employers around
apprenticeship programme design falls under the remit of the Head of Apprenticeships role.
40. Start dates are currently flexible and negotiated with each employer. Such flexibility is felt
to be important, particularly as we continue to build our apprenticeship offer. Nevertheless,
whenever feasible, economies of scale will be employed. One example of this to date has
been inviting apprentices needing to retake an exam to sit with another cohort, thereby
reducing our own administrative costs as well as enabling the apprentices to take advantage
of revision support which would otherwise not be available.
41. The 30-credit module structure has been chosen following conversations with employers,
namely those offering degree-level apprenticeships, as it is perceived to provide a good
balance between module size and number of modules in the degree.
42. We have chosen a structure without compulsory modules which will run dependent on
minimum apprentice numbers (normally 10). Not including compulsory modules is very
appealing and desirable by employers as it allows them to better address the needs of their
workforce by selecting the relevant modules. In this way, ‘optionality’ is considered from the
point of view of the employer and not the apprentice. There is room for additional, bespoke
modules at all levels if requested by the employers.
43. The approach to the learning, teaching, and assessment takes all experience gained to date
into consideration. Our accumulated experience within our higher apprenticeships has
highlighted the time constraints faced by the apprentices, which suggests that few, chunkier
summative assessments are more appropriate compared to several, bite-size assessments.
44. The need for reflective, work-based assessments to promote an integrated and more
fulfilling learning experience for the apprentices has also become apparent. Specifically,
there is an appetite for more ongoing, applied assessments, which build on the work
experience of the apprentices, link closely with their wider apprenticeship and ultimately
prepare them for end-point assessment (EPA) through the explicit development of the
required knowledge, skills and behaviours. Blogs, projects, and essays provide such a
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platform which cannot be achieved using a traditional, exam-style approach on every

module.
The Project consists of a sizeable, self-contained piece of research on a topic related to

financial services. Similarly, Work-Based Learning also calls for apprentices to undertake a
project. It is acknowledged by the programme team (and supported by employer feedback)
that the potential for some duplication between either of these modules and the
requirements of the Level 6 EPA may exist16.
45. To this end, as part of the development process, guidance has been sought from the End-
Point Assessment Organisation (EPAO) that is currently registered to assess the Financial
Services Professional apprenticeship. Discussion with the EPAO has indicated that, whilst
the EPA project does need to be discrete and completed post-Gateway, background work
may be undertaken ‘on programme’. This could include market research, competitor
analysis, data analysis or process reviews. It is thus felt that the opportunity to align the ‘on
programme’ project with the EPA, thereby reducing any ‘doubling’ of apprentices’ efforts
and increasing the significance and relevance of project work done during their degree
studies, will be welcomed by employers.
46. The curriculum mapping exercise shows that any combination of modules ensures all
programme learning outcomes and knowledge competencies are met.
The degree modules, listed in alphabetical order per level, are as follows:
16
The Financial Services Professional assessment plan requires completion of a 5,500 (+/- 10%) work-based
project. The Relationship Manager (Banking) assessment plan requires completion of a work-based project.
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Module Name
Level 4
4FFM Financial Markets & Risk
4FRA Financial Statement Reporting & Analysis
4FLM Fundamentals of Leadership & Management
4REM Relationship Management
Level 5
5CCF Commercial & Corporate Financial Services
5FTR Finance of International Trade
5OPE Operational Management
5OMF Organisational Management in Financial Services
5RET Retail Financial Services
Level 6
6BRM Bank Risk Management
6FIN FinTech
6PPM Organisational Transformation: Project Planning & Management
6PRJ Project*
6SMF Strategic Management in Financial Services
6WBL Work-Based Learning*
*Choose one
Rationale for the Content and Structure
47. The BSc (Hons) Financial Services Management is intended to provide apprentices with an
awareness of both the academic theories and concepts, as well as the practical requirements
of the disciplines of banking, management, strategy, and operations required to support
successful careers and a wide range of roles in the financial services industry. The degree also
gives apprentices the credentials they need to continue with their studies at higher
(postgraduate) levels.
48. Module learning outcomes and content outlines have been mapped to ensure that the
modules collectively support the achievement of the programme aims and learning outcomes
as outlined in the Programme Specification (see Appendix (ii)).
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49. The module specifications are presented in Appendix (iii).
Level 4 Modules
50. Level 4 provides a strong foundation in a set of subjects crucial to a successful career in the
financial services industry, thus encouraging apprentices to relate their studies to the financial
sector from an early stage. Differentiating modules include Relationship Management and
Fundamentals of Leadership and Management, providing apprentices with the specialised
knowledge and skills required in a very competitive sector.
Level 4 modules are:
Financial Markets & Risk
51. This module is designed to provide an introduction to the environment within which the
financial services industry operates and explores the main components of the financial
system. It begins by describing the role of the central bank, the financial markets, and the
major institutions which operate within them. The emphasis is on how the financial system
works and on the inter-relationships between market participants and stakeholders. The
module goes on to explain the core concepts of a monetary system, such as the money supply,
inflation, and the factors influencing interest rates and foreign exchange rates. It describes the
role of monetary policy in controlling inflation and the role of the central banks in providing
liquidity to the markets. The module also explores the concept of risk, and the nature of the
risks relating to the financial markets, financial institutions, and non-bank companies. There is
focus on the management of risk. This includes the concept of hedging and financial products
and strategies for managing risk, but also extends to issues such as systemic risk, capital
adequacy, and liquidity risk. The module also explains the principles and nature of regulation
in the financial markets, and the impact of regulation on the markets and financial institutions.
There is exploration of current trends and issues in the financial markets, including those of
ethics and sustainability, so that the module has direct and up-to-date relevance for
individuals working in the financial services industry.
52. The assessment comprises two Essays (30% / 70%).
Financial Statement Reporting & Analysis
53. Financial accounting requires recognition and understanding of issues, disclosures,

judgements, and treatments. This module develops knowledge and understanding of financial
accounting and published financial information within the regulatory framework and
standards. This module examines general principles of accounting within the regulatory
framework and standards, data collection approaches, recording of transactions, balance
adjustments, and interpretation of financial statements, to inform management decision
making for effective business operation. Furthermore, the module examines principal financial
statements, financial reporting systems and quality, analysis of tangibles versus intangibles,
current assets and liabilities, off-balance-sheet assets, long-term liabilities, and share capital.
54. The assessment comprises Project (30%) and Unseen Exam (70%).
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Fundamentals of Leadership & Management
55. Effective management is fundamental to the success of any organisation. An understanding of

the different types of organisational structure and the ability to analyse an individual’s own
organisation and an individual’s place within it are therefore critical to an individual’s ability to
manage effectively. This module focuses on the principles of management, in terms of the
management of people, systems, and self. It also identifies the importance of management
skills in the strategic context, and personal skills for the delivery of quality customer service.
The increasing importance of organisations recognising the influence of the external
environment, its stakeholders, and operating in a socially responsible manner are also
explored. The syllabus topics have been chosen to develop knowledge and understanding of
organisational structures and theories, institutional management issues, and their importance
for effective management within the workplace. The module also highlights the importance of
effective organisational management when dealing with customers and other external
stakeholders.
56. The assessment comprises Blog (30%) and Essay (70%).
Relationship Management
57. This module introduces the strategic context and organisational implications of relationship
management (RM). The module explains how to assess the environment in which relationship
managed customers operate, including the external and internal environment and the models
used to assess these, along with the technology used by financial service organisations. The
syllabus then moves on to explore the different types of customers and how these differ in
structure, how they make buying decisions and the nature of demand for financial products
from them. The module then examines the differing types of personal and business
relationship and understands that differing business entities are constituted differently, in
common with sole and joint personal accounts, impacts on liabilities etc. The module then
examines planning, the role of the relationship manager as a trusted adviser, the skills and
competencies required, and the management of a team of relationship managers. Finally, the
module looks forward to future developments in RM within financial services.
58. The assessment comprises Blog (50%) and Report (50%). NB: In view of the obvious high
relevance of this module to the Relationship Manager (Banking) standard, employers opting
for this apprenticeship will be strongly steered towards selecting the Relationship
Management module.
Level 5 Modules
59. Level 5 builds on themes learnt during Level 4 and equips apprentices with specialised
knowledge of theoretical models and applications in banking, thus emphasising the vocational
element of our degrees. Differentiating modules include the Retail and Commercial Banking
modules, Operational Management, and Finance of International Trade.
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Commercial & Corporate Financial Services
60. This module is aimed at apprentices either dealing with commercial and corporate customers
at present or who are likely to do so in the future. Individual financial institutions can differ in
how they structure their retail and business areas. Some include sole traders, partnerships
and even small to medium business enterprises in their retail operations, and restrict
corporate operations to large companies above a certain size. This module includes
commercial and corporate customers regardless of their size or structure, although most of
the emphasis and learning is directed to corporate entities, including limited companies and
limited liability partnerships. Many financial institutions also segment their customer base,
with larger businesses being dealt with by specialist relationship managers, and these types of
segmentation policies are addressed and discussed within this module. The module has been
designed to provide an understanding of and an ability to analyse the detailed relationship
between a financial institution and its commercial and corporate customers, including both
legal and practical aspects of the relationships. It focuses in detail on the critically important
area of sustainable lending, analysing lending propositions, and structuring suitable solutions.
This also covers the taking of appropriate security, monitoring and controlling ongoing risks in
the relationship, key terms and conditions implicit in lending, and a thorough understanding
of the impact of insolvency. The module also considers the broader spectrum of other general
and more specialised commercial and corporate banking services and products, and their
relevance to meeting different customers’ needs.
61. The assessment comprises two Reports (40% / 60%).
Finance of International Trade
62. Finance of International Trade is a module aimed at apprentices with an interest in

international trade, an area that is increasingly important in a globalised world. This module
provides an understanding of the principles and practices of international trade payments and
finance. This includes an appreciation of the importance of international trade, the types of
risks involved (including those arising from exchange rate fluctuations), and the range of
methods available to manage them. The module provides an understanding of the
international legal and regulatory framework within which international trade has to be
conducted, and there is significant emphasis on the practical and operational nature of this
subject area. On completion of the module, apprentices will be able to demonstrate an ability
to apply technical knowledge to customers operating internationally. This will include
demonstrating an understanding of customer needs, the ability to compare and contrast the
different products available to customers, and to explain why a particular product or solution
may be appropriate. Apprentices will also be expected to explain effectively the advantages,
disadvantages, and costs of different techniques and solutions in customer-facing situations.
This module has been designed to provide knowledge and appreciation of financial services
for customers trading, or operating, overseas.
63. Apprentices are firstly provided with a background introduction to the growth and importance
of international trade and finance. The module especially focuses on the additional risks that
need to be taken into consideration by customers when trading internationally, and by
financial institutions when providing payment services and finance, together with the
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methods that can be used to mitigate or reduce the potential impact of these risks. The
module explores the importance and influence of exchange rates and how they are
determined. The module examines the methods of trading and settlement, performance
bonds, guarantees, financing techniques, and the legal and regulatory framework. The
operation of international rules and commercial terms of international trade are embedded
throughout
64. The assessment comprises Blog (30%) and Essay (70%).
Operational Management
65. This module will teach apprentices how to administer business practices to create the highest
level of efficiency possible. The module shows how to balance costs with revenue, and so
increase net operating profit. The module introduces a taxonomy of non-financial risks and
business model encompassing the front to back office. Particular emphasis is placed on
conduct, culture, cyber risk, information security, and data ethics. Specifically, the module
covers:
 Human Resources (a look at risks, including due diligence prior to hiring, personal
data, range of policies and specialist remuneration knowledge);
 Regulation (delivery; regulation and selected issues, such as how to ensure individual
and organisational awareness is current and robustly monitored);
 Conduct (oversight; awareness of future regulation and impact on the business model;
accountability; principles and ethics; overseeing and monitoring customer experience;
monitoring of reputational and brand risks.);
 Legal and compliance (the roles of legal and compliance, including customer data);
 Product development (products are fit for purpose, meet the regulatory
requirements, and are profitable; product development and selected issues related to
implementation);
 Maintaining best practice (how to supervise regulatory awareness and review practice
for improvement concerning people, processes, and systems).
66. The assessment comprises Project (40%) and Essay (60%).
Organisational Management in Financial Services
67. This module focuses on five core areas crucial to the successful leadership and management
of an organisation that enable it to achieve its objectives. These core syllabus elements –
organisational structure, culture, leadership and management, planning and control, and
change management, are each explored separately as well as in the context of their inter-
dependencies. Within these core areas, consideration is given to how to create long-term
sustainable benefits, in line with prevailing ethics and understanding, and how to respond
constructively to social, environmental, and economic change. Apprentices will be encouraged
to consider a number of theoretical frameworks and principles relating to each of these key
areas and how these apply to financial services organisations. The first section focuses on
organisational structures including executive power, hierarchy, managing relationships, and
organisational processes resulting from the structure created. The second section explores
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organisational culture, and influencing factors, both internal and external. A key theme that
emerges is whether organisational culture is manageable or can be changed. The third section
builds on theories of leadership and management, the role of leadership within an
organisation, and how the style of leadership impacts on how an organisation achieves its
objectives. The fourth section defines and evaluates organisational planning and control
processes, discusses those processes, and the resultant consequences, intended or otherwise.
The final section considers change management, strategies for implementing change, and the
impact of change, intended or otherwise. This section also considers the outcome of change
versus continuing stability.
68. The assessment comprises Blog (50%) and Report (50%).
Retail Financial Services
69. Retail Financial Services is a module aimed at those apprentices working in the retail financial
services environment responsible for a broad range of customer-facing activities. Retail
customers in this context relate to consumers and small business enterprises with annual
turnover of up to £1m in the context of the UK regulated environment. These customers have
needs that initially relate to transaction-based banking facilities then, at some later point,
borrowing, protection, investments and, potentially, specialist services. There will be different
needs depending on the customers’ life stages and circumstances. The first section provides
an introduction to the reasons and motivations for basic account facilities for the various
different types of retail customer. The module analyses the regulation of the retail financial
services marketplace where deposits made by customers are cycled through lending to
generate revenue. The focus centres on the importance of the regulatory and non-regulatory
requirements established in ‘know your customer’, with attention to account opening and the
collection of customer information. A basic understanding of the manual processing of
account applications, with an appreciation of the risk of non-payment and the effect on the
overall profitability to an organisation, is essential. The second section focuses on the lending
framework and the types of security that are sought by lenders. It also discusses the strategies
employed to mitigate the risks of non-payment of loans and the hardship arising from this,
through a range of products and services that are available to customers. The third section of
the syllabus focuses on insurance and investments for which customers will refer to their
financial service provider, providing that it has maintained a good relationship with the
customer. The syllabus concludes by considering in what circumstances the customer
relationship can be terminated. Again, there can be some risk at this point for the financial
service provider and the syllabus covers how this type of risk can be dealt with.
70. The assessment comprises Presentation17 (30%) and Essay (70%).
Level 6 Modules
71. Level 6 enables apprentices to develop their knowledge of the financial services industry to a
higher level, with an emphasis on themes such as strategy, risk, and regulation. Differentiating
17
Pre-recorded.
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modules include FinTech, Organisational Transformation: Project Planning & Management,

and Work-Based Learning.
Bank Risk Management
72. Past financial crises have demonstrated the significant impact poor bank management can
have on the wider economy and various stakeholders. Parties such as governments, global
regulators, and the general public demand much greater effective risk management to be put
in place to protect their interests. This module presents a systematic approach to detect and
mitigate risks in financial institutions, within the regulatory framework. The module covers the
main sources of risk in a financial institution as well as risk measurement, monitoring and
management, with a focus on market risk, credit risk and liquidity risk, and explores treasury
and the optimum funding mix for banks, funding risk, and how to structure that funding mix.
73. The assessment comprises Essay (30%) and Project (70%).
FinTech
74. The Financial Services industry is a highly regulated sector that, while being dominated by
traditional banks, has been subject to an entrepreneurial inflow of electronic services and
disruptive technologies. This module provides a bridge between banking, finance, and
technology. The module discusses key innovations in finance, financial technologies, namely
the development of e-commerce, alongside other modern technologies like social media, the
importance of disintermediation, the rise of Challengers, peer to peer platforms (P2P),
Crowdfunding, cryptography, cryptocurrency (e.g., bitcoin), blockchain, big data,
cybersecurity, Regulation in Tech Companies (RegTech), robo-advisory, and ultimately a
potentially cashless society.
75. The assessment comprises Blog (30%) and Project (70%).
Organisational Transformation: Project Planning & Management
76. This module introduces apprentices to principles and techniques to enable organisational
transformation through project planning and management. Specifically, the module discusses
planning principles and execution methods to ensure projects are run in a smooth, efficient,
and effective way. The focus is on the design, structure, resources, and risks inherent in all
steps of the process. Critical aspects concern the selection and motivation of teams, and
outsourcing, with the challenges of potentially different language, culture, and time zones.
Specifically, the module covers Process Governance (Board Regulations); Executive
(Resources and alignment with other products); Operational steering (Strategies); Execution
Streams (milestones, testing cycles, implementation cycles, dependencies / work streams
alignment, key person); Concept and characteristics of a project; Types of project; Project
organisational structure; Project life cycle; Team building; Communication processes;
Resource planning; Budgeting; Risk management; Stakeholder management; Implementation
management (tech solutions / key performance indicators); Evaluation (Financial and
outputs); Technical / online tools; Oversight of a project from development to execution
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(plans, and responsibilities); Execution and Agile; Project management with PRINCE2;
Insourcing / Outsourcing (Introduction to outsourcing including risk awareness and
monitoring).
Project
78. The Project equips apprentices with the tools to plan and undertake a small-scale, applied
research project and gives them the opportunity to put this learning into practice through
designing and undertaking an extended study, working independently. The module provides
the foundations of research methods in business, from defining the research question,
understanding different theoretical perspectives and undertaking a review of the literature
through to identifying sources of both primary and secondary data, and understanding
approaches to data collection and analysis. Apprentices then have the opportunity to further
develop abilities in research design, data collection and analysis, by exploring in greater depth
an applied topic of particular interest to them, consolidating and building on the learning of
earlier modules, and using the relevant research methodologies to achieve this outcome. The
module is designed to pull together the learning of the entire course, and foster abilities to
work independently and systematically to produce an applied report relevant to banking and
finance. The module also aims to give the skills to review the research presented by others
with a more critical eye.
79. The assessment comprises Research Proposal (0%) and Report (100%).
Strategic Management in Financial Services
80. This module’s main focus is strategy & management in financial services or financial
institutions, particularly the wide spectrum of institutions, and the module will cover both
strategy & management concepts and skills with reference to case studies and empirical
evidence. The module aims to give an understanding of the nature of strategy & management
in regulated financial institutions, by providing a comprehensive analysis of pertinent issues,
both theoretical and practical, on the topic. Critically, apprentices will gain an appreciation
that strategy & management are intertwined with regulation to a degree rarely encountered
in other industries. Specifically, the module aims to build an appreciation of the relationship
between the financial and market underpinnings of business models in retail and wholesale
businesses with the demands of regulation on a financial institution and their combined
impact on strategy & management. The module will not only broaden knowledge and
understanding of the financial services industry but also further develop intellectual and
practical skills via the analysis and evaluation of the strategies and processes.
Work-Based Learning
82. Work-Based Learning provides an integrated approach to study and help apprentices enhance
skills through an iterative process of use and reflection. Apprentices will have opportunities to
reflect upon their academic learning and gain relevant practical experience by applying this
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learning in the workplace, particularly in relation to the chosen theme for the module and
how it impacts upon the business environment. In addition to providing opportunities for
enhancing technical skills, a further feature of the module is the provision of opportunities to
enhance intellectual, practical, and transferable skills to assist career progression and add
value to organisations by way of enhanced performance. For this module, apprentices will be
assessed on activities undertaken in the workplace and on the basis of personal reflections
and regular reports. Since, for this module, it is important that both the learning and its
assessment have direct relevance to the work environment and apprenticeship as well as a
sound educational basis, they will need to link with agreed work placement objectives.
83. The assessment comprises Project (100%).
Entry criteria
84. It is proposed to retain the same admissions criteria as the BSc (Hons) Banking Practice and
Management, with the exception of maths GCSE (or equivalent) which will move from a B
(or 5) grade to a C (or 4) grade. The rationale behind this decision is to reflect the stipulation
within the Level 6 apprenticeship standards that apprentices must hold Level 2 in English
and maths prior to progressing to end-point assessment.
85. In summary, therefore, the BSc (Hons) Financial Services Management entry criteria as
stated in the programme specification are as follows:
Grades Old UCAS tariff New UCAS tariff
‘A’ Levels BBB - BBC 300 – 280 120 - 112
BTEC DDM 320 128
New tariff is at
IB 30 - 28 392 - 348
component level
Apprentices are also required to hold:
GCSEs Old grading system New grading system
Maths C 4
English C 4
IELTS Overall Score Individual Elements
6.0 5.5
86. Notwithstanding the above, it is worth noting that, first and foremost, an apprenticeship is a
job with training. It is acknowledged that apprentices may be existing employees or new
recruits and any recruitment and admissions processes are likely to be a collaborative
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arrangement between the employer and LIBF. LIBF’s experience of degree-level apprentice
recruitment to date has differed between organisations, with our major apprenticeship
client, for example, assuming full control over the recruitment process. Thus it would be fair
to state that admissions to the BSc (Hons) Financial Services Management will be handled on
a case-by-case basis.
Initial assessment
87. As part of the admissions process and prior to commencing their apprenticeship, LIBF will
conduct an initial assessment exercise with each apprentice to establish any existing
knowledge, skills and behaviours in relation to those required for the apprenticeship being
undertaken. This prior learning may be experiential or certificated, and all related
discussions, including how to recognise the learning, will take place between the employer
and LIBF with reference to the General and Academic Regulations for Students. Guided by
the Regulations and notwithstanding the below, the funding provided and/or modules
studied/length of time to complete the apprenticeship will be adjusted accordingly.
Recognised experiential prior learning (degree)
Overview
88. Apprentices with no prior learning as identified during initial assessment (see above) who
are studying the full degree will achieve 120 credits via Recognised Experiential Prior
Learning (REPL). This approach recognises learning undertaken in the workplace during the
apprenticeship but then aligns this learning to both the requirements of the degree and the
apprenticeship standard. The apprentices are therefore meeting the outcomes in
preparation for the apprenticeship EPA as well as the degree.
Timeline
89. The 120 credits are split over Level 4 and Level 5 of their degree. 60 of these credits (2 x 30
credit modules) will be aligned to Level 4 of their degree and 60 credits (2 x 30 credit
modules) aligned to Level 5 of their degree. However, submission of the work in support of
these credits will be made during the latter part of their degree. Academic Board approval
was obtained for this timing during 2018. The apprentices will submit a 1,500-word written
piece for each of the four modules (4 x 30 credits) aligned to REPL. This approach allows
apprentices time to gain experience in the workplace during the initial years of their degree
(and apprenticeship) which they can subsequently write about towards the end of their
degree.
Learning, teaching and assessment
Overview
90. Apprentices take one module per ‘term’. The recommended duration of a term is 18 weeks
(minimum 16). A Level 6 apprenticeship including the full degree programme is expected to
take a minimum of 3.5 years, whereas the ‘accelerated’ route will be shorter, particularly if
apprentices already hold relevant professional experience. A break of four weeks between
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terms is recommended to employers. This is based on experience gained to date where it is

felt that shorter break periods may put apprentices under undue pressure, particularly those
needing to retake assessment elements.
91. Apprentices will proceed on a cohort basis through the programme, which is intended not
only to ensure that all have the requisite prior knowledge and skills before progressing to
new modules and, ultimately, end-point assessment but also facilitates the development of
a learning community with the potential for good peer support.
92. Modules are normally taught through a mix of online distance learning and face-to-face
workshops over four days during the course of a module. The format of these workshops is
agreed in consultation with the employer. For example, they could take the form of a four-
day block at the start of each module (as is Barclays’ preference) or one or two-day sessions
across the term. In exceptional cases, modules may be delivered online only, normally when
apprentices numbers are such that offering a blended programme would not be financially
viable (as is the case for the Finance & Investment ‘accelerated’ open cohort mentioned
above). It is important to note that, through the provision of webinars, online materials and
lecturer support, apprentices studying their award in this way are at no disadvantage
compared to those also attending module workshops.
Course website
93. Apprentices access most of their resources through the bespoke course website. The week-
by-week online study guides, authored by the module lecturers, take apprentices through
every module, giving an overview of each topic, providing contextual background, directing
apprentices to both essential and optional readings and other resources (including video
lectures, videos, podcasts, animations etc) and suggesting a number of activities to support
apprentices deepen their understanding.
94. The aim of the study guide is to help apprentices organise their study and time by guiding
them through the module and the various associated resources systematically. As
apprentices work their way through the study guide, they are typically directed to read
chapters from books or journal articles, watch videos, listen to audio clips etc. These are
available via the VLE, our online library, KnowledgeBank (see below), or are publicly
available online. The study guide itself is also printable for ease of reference.
95. The study guide activities are designed to encourage apprentices to make links between
their experience and the topic they are studying. The activities might involve apprentices
sharing their responses to the reading questions on the discussion forum and responding,
critically but constructively, to other apprentices’ comments, researching particular topics
further and summarising their findings for the group and critiquing academic, industry or
government resources.
KnowledgeBank
96. KnowledgeBank is the institution’s online library that combines information from a wide
range of news articles, academic and industry journals, reference books and websites to
offer apprentices an insight into the financial services industry.
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97. Two of the key areas within KnowledgeBank are:
 Library Resources: This section is the apprentices’ gateway to research and

information tools, providing access to full-text journal articles and e-books via
EBSCO and e-books via MyiLibrary, business intelligence, reference books, video
seminars, professional development support, and industry analysis, forecasting
and statistical reports.
 News and Current Affairs: This area includes FT.com, from where apprentices
can access Financial Times news, analysis, company and market data, opinion,
the e-paper, work and careers, and arts features.
98. Apprentices are given an induction to KnowledgeBank, academic writing skills and
referencing, as well as tips on how to study at degree-level, successfully manage their time
etc, at the start of the programme. This induction normally takes place through several
modes, including online ‘study skills’ weeks and webinars, and presentations at face-to-face
workshops, all delivered by the library team. The library team’s support for apprentices
continues throughout each module, with additional webinars held prior to every submission
deadline to guide them on assignment writing, meaning the lecturer can focus on academic
content. The library team also work with apprentices to review referencing drafts, answer
queries etc, normally via telephone or e-mail.
Face-to-face workshops
99. As noted above, all modules will have four days of workshops, whether this be in one block
at the start of the term or positioned at appropriate points throughout the module, e.g. each
month, at the beginning and halfway etc. The workshops are either held at Peninsular
House, London or at the employer’s premises, depending on their preference.
100. The workshops are presented to apprentices as ‘compulsory’; apprentices are required to
apply for leave to be absent from a face-to-face workshop (including notifying their
employer) and attendance is monitored and reported to employers. (NB: This does not only
cover non-attendance for whole days but also unauthorised late arrivals, early departures
etc.)
101. The face-to-face events are intended, inter alia, to:
 foster the development and maintenance of a community amongst apprentices;

 support retention (by helping to reduce any sense of isolation);
 enable apprentices to engage in joint problem-solving activities, presentations,
discussions and debates, group work etc to enhance their learning in an authentic
manner and support development of the skills and behaviours which are part of the
apprenticeship standard;
 allow apprentices to benefit from direct engagement with each other and LIBF;
 give apprentices additional insights through industry lectures, guest presentations and
visits to key financial services landmarks and venues (when the workshops are in
London);
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 allow apprentices to raise points of concern about (and provide feedback on) elements
of the programme directly with LIBF.
102. Class sizes at workshops depend very much on the number recruited to the apprenticeship
scheme and the employer’s preference. It would not be our intention to run workshops for
more than circa 30 apprentices; in the event that a cohort exceeds this number, we would
need to look at splitting the group.
Synchronous webinars
103. Each term’s published schedule, made available to apprentices at the start of the
programme, includes a minimum of three online webinars per module. One webinar lasts
for a maximum of 60 minutes, takes place via Adobe Connect and is recorded for later
viewing by apprentices unable to attend in ‘real time’. The style of the webinars, delivered
by the module lecturer, may take the form of a structured presentation (using PowerPoint
slides) or an informal question and answer session, with apprentices contributing via text
input. Apprentices’ attendance at the webinars is mandatory and reported to the employer.
Apprentice support
104. The Programme Manager is apprentices’ primary point of overall contact offering advice,
guidance and tailored support on all non-academic matters, including dealing with changing
circumstances.
105. In addition, each apprentice is assigned a ‘Personal Tutor’ who is normally a member of
LIBF’s wider academic faculty. The personal tutor initiates, builds, manages and monitors
relationships with apprentices, including coaching them to develop and evidence their
individual skills and professional behaviours. Personal tutors will provide on-going pastoral
support to apprentices, offering advice and guidance, both directly and in liaison with
teaching faculty, the Programme Manager and employers, in order to facilitate and
encourage learning, performance and progression. They act as the first point of contact for
workplace line managers and mentors, keeping them informed of learner progress and
referring to specialist support as and when required.
106. Progress review ‘meetings’ between apprentice, employer and personal tutor are held on a
regular basis, with the frequency and mode of communication (i.e. face-to-face, telephone
etc) stipulated by the employer.
Programme handbook
107. Apprentices are provided online with a programme handbook at the start of the course
containing information and advice about their programme of study, including guidance on
study skills, preparing for assessments, policies, regulation and support.
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Assessments
108. Various methodologies are used for summative assessment including written exams, online
blogs, reports and presentations. The details of the assessment for each module are clearly
defined in each module specification and are made available to all apprentices. Specimen
and past assessments are available on the course sites.
109. Apprentices receive feedback and feedforward on all summative assessment. Feedback will
refer to the individual piece of assessment and will link to The London Institute of Banking &
Finance's grade classification descriptors.
110. Assessment word counts are as follows:
Individual: Group:
10% = 500 words 20-30% = 2,000 words
Capped at 2,500 (L4); 50% = 3,000 words
3,000 (L5/6); 70% = 4,000 words
3,500 (L7)
Summary of feedback
111. Feedback on the programme title, structure and module content has been sought from as
wide a community (financial services sector, including apprentices, and academic) as
possible. References to the feedback have, where appropriate, been incorporated into or
referred to in the body of this Self-Evaluation Document. In brief, the following have
contributed to the shaping of the BSc (Hons) Financial Services Management:
 Early careers and apprenticeship specialists from Barclays, HSBC and Lloyds;
 Current Barclays apprentices studying the BSc (Hons) in Banking Practice and
Management;
 Senior executives within the financial services sector, encompassing representatives
from the major UK and global investment banks and private banks18;
 Members of the programme and module teams (themselves representing diverse
financial and higher education institutions and experience);
 Module and programme external examiners19;
 Final year BSc (Hons) Banking Practice and Management full-time students20.
112. Feedback on the concept itself has been positive. The comments below, all received in
September 2019, provide an illustration of the range of views held:
18
Members of the HE Advisory Board who provided feedback on the initial concept in April 2019.
19
Supported the initial concept in April 2019.
20
Supported the initial concept in April 2019.
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Employers:
“I would agree it feels more relevant to an apprenticeship with the work-based learning. I
feel this will allow more types and styles of learners to achieve the degree and much of the
work will be naturally generated. The content and the optional units look relevant and could
be used across our business. Also, I like more inclusion of leadership and management as the
[apprentices] will be tomorrow’s leaders and will need these skills. Again this will fit into
their rotations as they will have a leadership role. If this is approved, I believe going forward
this would be a better fit than the current degree (even though this is a great course).” [Early
Careers Operational Lead, HSBC21]
“The structure of the degree looks about right and the options give a good range for business
areas to choose from – though it’s always a challenge to predict precisely what will be
important to our sector in the future. I agree that a less traditional approach with a focus on
workplace activities feels appropriate, and with careful management, will be welcomed by
our business functions.
I’d like to better understand how the EPA would work – and whether the significant project
required by EPA could be tied in to the Work-Based Project, otherwise there is a risk of
project over-load?
Overall, this feels like a nice addition to the Financial Services Professional Apprenticeship
and a strong alternative option for our existing colleagues considering the CMDA, as well as
a strong proposition for the school-leaver market.” [Senior Manager, Apprenticeships,
Lloyds Banking Group]
“As discussed on Friday one of the key areas we are seeing and ask for in skills and
knowledge is the usage and analysis of data. In a host of roles now we are seeing the future
colleague be it in RM or any other customer facing role be required to manage
client/customer relationships, and have the key understanding of banking/finance
fundamentals, but also the importance of the usage of data. Additionally there is also a need
for the future RM colleague to have some level of ability to analyse and interpret data for the
improvement of their relationship management. In this area you could maybe expound with
some element of data/analytics being introduced as well as the ever increasing focus on the
world of digital and remote relationship management.” [Head of Barclays UK Apprenticeship
Support Team] PROGRAMME TEAM RESPONSE: We analyse and interpret customer data
in most modules, notably in 5CCF and 5RET. We have introduced 6FIN for the purposes of
digital developments. We are also collaborating with Amplify22 to develop a Relationship
Manager simulation exercise, to be run both during workshops and remotely, as part of
the Relationship Manager apprenticeship we deliver to Barclays.
21
LIBF is launching a ‘pilot’ degree-level apprenticeship with HSBC in November 2019. This will be the Level 6
Financial Services Professional apprenticeship incorporating our BSc (Hons) Banking Practice and Management.
22
https://www.amplifytrading.com/ [Last accessed: 23 September 2019]
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Current apprentices:
“I think it is good that the Financial Services Management (FSM) is moving toward a more
work-based assessment approach and with less exams. I believe while working and studying,
essays/reports are more suited as it allows for [apprentices] to do small amounts of work
and there is (slightly) less pressure.”
“I have had a quick look over everything and the new degree programme looks very good!
Regarding feedback, I think the new concept of work-based tasks is good. I think the choice
of blogs/projects and not only an exam/assignment allows for more skills to be explored and
it isn’t the same for each module. I think specific guidelines/training for what is expected
from a blog in comparison to a project etc may need to be focused on beforehand? I think
this is a really good idea introducing different types of assessments, as mentioned before
different skills can be introduced, and when explaining the modes of assessments to the
students, blogs and projects will definitely stand out rather than exams and assignments. It
also allows for students to be more confident in certain areas.”
“Overall, the current degree, BSc (Hons) Banking Practice and Management, has run well,
and I do like the structure we have for this. I believe this can work extremely well for a new
degree, and with the introduction of the new assessment ideas, it makes it seem friendlier
and more suited.”
“I do still feel some exams are necessary because it encourages you to learn and work under
pressure. I think the presentations are also a good idea to improve these skills.”
“In terms of feedback for the new assessment types it would be good to have a clear
examples of how you would expect the new assessment types to be completed in terms of
format, content, etc. As sometimes it is difficult to know where to start.”
“The new proposed modules do give a better surrounding look at banking.”
113. A considerable amount of detailed input to the structure and syllabuses has been received
from all quarters but this has been done in the context of ‘seeking to improve’, rather than
challenge, the proposed structure or general syllabus content. These additional syllabus
suggestions have been carefully reviewed and discussed by members of the programme
team. On some occasions, points had already been covered but not made explicit.
However, in the majority of instances, comments have been noted for incorporation into the
course content or delivery, as appropriate, with feedback reflected in the structure
presented.
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PART C: MODIFICATIONS TO BSc (HONS) FINANCE & INVESTMENT
Introduction
114. Part C of this Self-Evaluation Document, along with the accompanying documentation,
outlines the proposed modifications to the BSc (Hons) Finance & Investment for which
approval is now sought.
Overview of modifications
115. As a result of our overall experience23 with higher apprenticeships we would like to propose
the following changes to the BSc (Hons) Finance & Investment:
 Module optionality;
 FinTech module delivered at Level 6 instead of Level 5;
 6CPR Capstone Project to be renamed 6PRJ Project;
 Assessment strategy.
Please refer to ‘Rationale for the changes’ below.
Programme structure
Overview
116. The programme and learning outcomes are described in the Programme Specification (see
Appendix (iv)).
117. The programme comprises 16 modules, currently including four compulsory and twelve
optional modules (which will run dependant on minimum apprentice numbers).
Apprentices take 120 credits at each level, consisting of four 30-credit modules. It is
envisaged apprentices will be able to obtain exemptions for accredited prior learning up
to two modules at Level 4 and two modules at Level 5. Please see Part B, ‘Recognised
experiential prior learning (degree)’, for details.
118. The 30-credit module structure has been chosen following conversations with employers,
namely those offering degree apprenticeships, as it is perceived to provide a good balance
between module size and number of modules in the degree.
119. The BSc (Hons) Finance & Investment participates in the CFA University Affiliation
Program24 based on the following modules: 4FSR Financial Services: Macroeconomic
Environment, Risk & Regulation; 4FRA Financial Statement Reporting & Analysis; 4FIN
Foundations of Finance; 4QMF Quantitative Methods for Finance & Investment; 5EFI
Equity & Fixed Income Analysis & Valuation; 5AMG Asset Management; 5FDR Financial
23
The BSc (Hons) Finance & Investment has not yet been delivered as full degree.
24
https://www.cfainstitute.org/en/about/universities/university-affiliation#first=25&f:_99DF75D5-FDB5-4414-
BBD9-D793CAD18210=[United%20Kingdom] [Last accessed: 19 September 2019]
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Derivatives & Risk Management; 5IFM International Financial Management; 6MAP

Mergers & Acquisitions, Private Equity & Venture Capital; 6PBW Private Banking & Wealth
Management; and 6AIM Alternative Investment Management. LIBF’s participation in this
scheme was approved by the CFA Institute in May 2019.
120. Holders of the BSc (Hons) Finance & Investment will be eligible to apply for Chartered
Associateship of LIBF upon demonstration of three years of relevant working experience in
financial services.
121. Graduates on this course are likely to pursue careers in a number of areas in the financial
services industry including investment banking, investment management, treasury, and
consultancy. The programme also provides a solid foundation for further study at
postgraduate (Masters) level.
122. The degree modules are as follows (proposed changes highlighted in bold):
Module Name Current Proposal
Level 4
4FSR Financial Services: Macroeconomic Environment, Risk & Regulation Compulsory Option
4FRA Financial Statement Reporting & Analysis Option Option
4FIN Foundations of Finance Option Option
4QMF Quantitative Methods for Finance & Investment Option Option
Level 5
5EFI Equity & Fixed Income Analysis & Valuation Compulsory Option
5AMG Asset Management Option Option
5FDR Financial Derivatives & Risk Management Option Option
5FMF Financial Modelling & Forecasting Option Option
Move to
5TEC Financial Technology (FinTech) Option Level 6 as
6FIN
5IFM International Financial Management Option Option
Level 6
6MAP Mergers & Acquisitions, Private Equity & Venture Capital Compulsory Option
6PBW Private Banking & Wealth Management Compulsory Option
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6AIM Alternative Investment Management Option Option
6BRM Bank Risk Management Option Option
6FIN FinTech Option Option
Rename 6PRJ
6CPR Project* Option
Project
6WBL Work-Based Learning* Option Option
*Choose one
Rationale for the changes
Module optionality
123. Similarly to the BSc (Hons) Financial Services Management, we propose that all modules
should be optional and run dependent on minimum apprentice numbers. ‘Optionality’ is
considered from the point of view of the employer and not the apprentice.
124. Employers may have different requirements according to their departments and
background of the apprentices. Discussions with stakeholders have emphasised the
appeal and desirability of allowing employers to ‘tailor-make’ the degree to better address
the needs of their workforce by choosing the relevant modules. There is room for
additional, bespoken modules at all levels if requested by the employers.
125. The curriculum mapping exercise shows that any combination of modules ensures that all
programme learning outcomes are met.
FinTech
126. Currently, FinTech is included in the BSc (Hons) Finance & Investment programme as a
Level 5 module and in the BSc (Hons) Banking Practice and Management as a Level 6
module (and proposed as a Level 6 module in the new Financial Services Management
degree, see Part B). Teaching of the Level 6 FinTech is starting at the time of writing
(September 2019), and its preparation has emphasised the need for a more solid work
experience of the apprentices to be able to fully explore the topics of the module. In this
way, we would like to offer FinTech in the BSc (Hons) Financial Services Management as a
Level 6 module.
Capstone project
127. Conversations with employers have shown that the ‘capstone’ terminology is both
confusing and redundant, and as such we would like to drop it from the title without
changing the nature of the module.
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Assessment strategy
128. Our initial assessment structure focused on a large number of diverse, bite-size
assessment components. Our accumulated experience with apprenticeships has
highlighted the time constraints faced by the apprentices, as discussed in Part B of this
document. We would therefore like to adopt an assessment strategy based on few
assessment components, mostly project and reflection-based, while still allowing for
variety within and across the different levels.
Structure and content
129. The BSc (Hons) Finance & Investment is intended to provide apprentices with an
awareness of both the academic theories and concepts, as well as the practical
requirements of the disciplines of finance and investment required to support successful
careers and a wide range of roles in the financial services industry, whilst also giving
apprentices the credentials they need to continue with their studies at higher
(postgraduate) levels.
130. Module learning outcomes and content outlines have been mapped to ensure that the
modules collectively support the achievement of the programme aims and learning
outcomes as outlined in the Programme Specification (see Appendix (iv)).
131. The module specifications are presented in Appendix (v).
Level 4 Modules
132. Level 4 provides a strong foundation in a set of subjects crucial to a successful career in
the financial services industry, thus encouraging apprentices to relate their studies to the
financial sector from an early stage. One differentiating module is Financial Services:
Macroeconomic Environment, Risk & Regulation, providing apprentices with the
specialised knowledge and skills required in a very competitive sector.
Financial Services: Macroeconomic Environment, Risk & Regulation
133. This module focuses on the macroeconomic environment surrounding financial services
organisations. It looks at the theories of intermediation, the process of disintermediation,
and the macroeconomic, regulatory and technological drivers that impact on the financial
services industry. Traditionally, banks have been acting as intermediaries between
borrowers and lenders, but changes to this model have generated expansion of the
industry as well as increased risks. Several main players are considered, namely the
central bank, commercial banks, retail banks, global investment banks, asset managers,
hedge funds, insurance companies, private wealth managers, brokers, stock exchanges,
and regulators. The emphasis is on financial institutions, their role and risks they face,
legal and regulatory framework, and professional ethical dilemmas.
134. The assessment comprises two Essays (30% / 70%).
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Financial Statement Reporting & Analysis
135. Financial accounting requires recognition and understanding of issues, disclosures,

judgements, and treatments. This module develops knowledge and understanding of
financial accounting and published financial information within the regulatory framework
and standards. This module examines general principles of accounting within the
regulatory framework and standards, data collection approaches, recording of
transactions, balance adjustments, and interpretation of financial statements, to inform
management decision making for effective business operation. Furthermore, the module
examines principal financial statements, financial reporting systems and quality, analysis
of tangibles versus intangibles, current assets and liabilities, off-balance-sheet assets,
long-term liabilities, and share capital.
136. The assessment comprises Project (30%) and Unseen Exam (70%).
Foundations of Finance
137. This module provides apprentices with a basic level of financial literacy and
understanding of the role of finance in our culture and society. This module exposes
apprentices to the key topics in finance including the time value of money with
applications to valuation, portfolio theory and the risk-return concept, efficient markets
and behavioural finance, and corporate governance, stewardship and agency. The
module also provides an overview of financial markets and instruments, notably bonds,
equities, derivatives, commodities and other asset classes (real estate and real estate
investment trusts (REITs), exchange-traded funds, and alternative investments).
138. The assessment comprises Test(s) (30%) and Project (70%).
Quantitative Methods for Finance & Investment
139. This module supports decision making by providing apprentices with the ability to
formulate problems into quantitative models, apply mathematical and statistical methods
of analysis and communicate the results of the process, while recognising the limitations
of such models. The module covers systems thinking, algebra and calculus, and statistics.
Using output from mathematical and statistical models, apprentices will learn to analyse,
interpret, and derive potential outcomes from quantitative information, as well as learn
how to apply statistical methods to analyse past data and infer future trends.
Level 5 Modules
141. Level 5 builds on themes learnt in the programme and equips apprentices with specialised
knowledge of theoretical models and applications in finance and investment, thus
emphasising the vocational element of our degrees. Differentiating optional modules
include Financial Derivatives & Risk Management and Financial Modelling & Forecasting.
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Equity & Fixed Income Analysis & Valuation
142. This module provides the fundamentals for the analysis and valuation of publicly quoted
and privately-owned companies as well as their fixed income securities. Equity valuation
models include discounted cash-flow, dividend discount, residual income, market
multiples, and real options. The module also analyses fixed income markets and securities,
comprising different types of loans, bonds and new, developing, and international bond
markets. Furthermore, the module covers interpretation of financial statements, interest
rate modelling, including term structure, yield spreads, risk analysis, as well as ethical
issues that arise in valuations.
Asset Management
144. This module discusses key concepts of modern portfolio theory and applications to
portfolio selection and management. Specifically, the module covers the main
equilibrium models for asset pricing, portfolio construction and diversification, security
selection and optimal and efficient portfolio selection, using concepts of valuation and
return, fundamental analysis, and technical analysis. Both equity and bond portfolio
management will be discussed as well as mixed portfolios. This module discusses key
investment management strategies encompassing both conservative strategies (long
only, e.g., passive index tracking or active style investing) and less traditional strategies
(e.g., long-short equity market neutral or style rotation). The module also covers both
traditional and advanced portfolio performance evaluation techniques as well as non-
traditional equity funds (e.g., Sovereign Wealth Funds, Socially Responsible Investment
funds, Exchange Traded Funds, and Islamic Funds). Further topics comprise risk and risk
assessment methods.
Financial Derivatives & Risk Management
146. Derivatives have become increasingly important instruments in finance, with options and
futures actively traded on main exchanges, and forwards, options and swaps traded over-
the-counter. Derivatives are sometimes added to other securities and are crucial to risk
hedging. This module applies finance theories and models to derivative securities. The
module discusses the different types of derivative instruments, characteristics, pricing,
and hedging, comprising forwards, futures, options, and swaps. The module also covers
interest rate derivatives, credit analysis, credit derivatives, and valuation of bonds with
embedded options.
Financial Modelling & Forecasting
148. This module provides apprentices with modern finance and investment modelling
techniques with Excel and VBA to use in practical situations, namely corporate valuation,
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pricing of options, exotics and bonds, term structure modelling, portfolio applications,
Value-at-Risk, and credit risk. The module also examines regression analysis with cross-
sectional and time-series data, misspecification problems, and advanced topics, including
structural breaks and quantitative and judgemental methods used to make financial
forecasts, such as traditional models, (G)ARCH volatility models, and neural networks.
International Financial Management
150. The financial management of multinational enterprises (MNEs), i.e., corporations with
operations in more than one country whose business is conducted via branches,
subsidiaries, or joint-ventures, is quite challenging, as a result of currency risk. This
module exposes apprentices to the international dimension of financial issues. This
module examines international corporate finance within the context of the financial
management of MNEs and controlling international operations, focusing on the global
financial environment, foreign exchange markets, foreign exchange exposure, financing,
and investments.
Level 6 Modules
152. Level 6 enables apprentices to develop their knowledge of the financial services industry
to a higher level, with an emphasis on themes such as strategy and risk. Differentiating
modules include Alternative Investment Management, Mergers & Acquisitions, Private
Equity & Venture Capital, Private Banking & Wealth Management, and FinTech.
Mergers & Acquisitions, Private Equity & Venture Capital
153. This module provides an understanding of mergers & acquisitions, deal rationale, target
valuation, negotiation, due diligence, financing, and integration. Furthermore, the module
discusses how private equity works, their investment strategies, investment and due
diligence processes, and investment exits, using a case-study approach. The focus is on
how deals are selected and assessed through marketing, legal and financial due diligence,
how investment decisions are made (investment committee processes etc.), and how
acquisitions are managed. Finally, the module discusses corporate reorganisations.
Private Banking & Wealth Management
155. This module examines the core features of a typical private banking and wealth
management division including investment services, brokerage and financial planning, as
well as international and private banking. Apprentices will examine the various categories
of clients, identify and assess their needs, develop solutions, and justify advice. Such
advice will range from core financial planning (life cover / pension requirements), through
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to making investment recommendations from a range of financial products such as an

equity- / bond-based portfolio, to hedge funds / private equity holdings. The module also
provides relevant context by comparing alternative regulatory regimes an adviser could be
working within as well as the details of what is required to become, and remain,
authorised by the Financial Conduct Authority (FCA) within the UK.
Alternative Investment Management
157. Alternative investments encompass investment classes beyond the traditional investment
types such as equities, bonds, and cash. The module examines major alternative
investment classes with a focus on vehicles, methods and industries, including Hedge
Funds, Commodities, Real Estate, Energy, Derivatives, Distressed Securities and Private
Equity, while also analysing strategies, performance, benchmarks, return enhancement,
and risk control.
Bank Risk Management
159. Past financial crises have demonstrated the significant impact poor bank management can
have on the wider economy and various stakeholders. Parties such as governments, global
regulators, and the general public demand much greater effective risk management to be
put in place to protect their interests. This module presents a systematic approach to
detect and mitigate risks in financial institutions, within the regulatory framework. The
module covers the main sources of risk in a financial institution as well as risk
measurement, monitoring and management, with a focus on market risk, credit risk and
liquidity risk, and explores treasury and the optimum funding mix for banks, funding risk,
and how to structure that funding mix.
FinTech
161. The Financial Services industry is a highly regulated sector that, while being dominated by
traditional banks, has been subject to an entrepreneurial inflow of electronic services and
disruptive technologies. This module provides a bridge between banking, finance, and
technology. The module discusses one key innovation in finance, financial technologies,
namely the development of e-commerce, alongside other modern technologies like social
media, the importance of disintermediation, the rise of Challengers, peer to peer
platforms (P2P), Crowdfunding, cryptography, cryptocurrency (e.g., bitcoin), blockchain,
big data, cybersecurity, RegTech, robo-advisory, and ultimately a potentially cashless
society.
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Project
163. The Project equips apprentices with the tools to plan and undertake a small-scale, applied
research project and gives them the opportunity to put this learning into practice through
designing and undertaking an extended study, working independently. The module
provides the foundations of research methods in business, from defining the research
question, understanding different theoretical perspectives and undertaking a review of
the literature through to identifying sources of both primary and secondary data, and
understanding approaches to data collection and analysis. Apprentices then have the
opportunity to further develop abilities in research design, data collection and analysis, by
exploring in greater depth an applied topic related to finance and investment of particular
interest to them, consolidating and building on the learning of earlier modules, and using
the relevant research methodologies to achieve this outcome. The module is designed to
pull together the learning of the entire course, and foster abilities to work independently
and systematically to produce an applied report relevant to finance and investment. The
module also aims to give the skills to review the research presented by others with a more
critical eye.
164. The assessment comprises Research Proposal (0%) and Report (100%).
Work-Based Learning
165. Work-Based Learning provides an integrated approach to study and help apprentices
enhance skills through an iterative process of use and reflection. Apprentices will have
opportunities to reflect upon their academic learning and gain relevant practical
experience by applying this learning in the workplace, particularly in relation to the
chosen theme for the module and how it impacts upon the business environment. In
addition to providing opportunities for enhancing technical skills, a further feature of the
module is the provision of opportunities to enhance intellectual, practical, and
transferable skills to assist career progression and add value to organisations by way of
enhanced performance. For this module, apprentices will be assessed on activities
undertaken in the workplace and on the basis of personal reflections and regular reports.
Since, for this module, it is important that both the learning and its assessment have
direct relevance to the work environment as well as a sound educational basis, they will
need to link with agreed work placement objectives.
166. The assessment comprises Project (100%).
Conclusion
167. Parts B and C of this Self-Evaluation Document have presented the case for:
 validation of the BSc (Hons) Financial Services Management to be offered within two
Level 6 apprenticeships, Financial Services Professional and Relationship Manager
(Banking);
 changes to the existing BSc (Hons) Finance & Investment via a periodic programme
review.
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Approval thereof is now sought from the panel.
DR MARIA CARAPETO
Head of Faculty and Associate Professor
KAREN TAYLOR
Head of Apprenticeships
September 2019
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List of appendices
(i) Mapping of degree syllabuses to Financial Services Professional and Relationship Manager
(Banking) apprenticeships knowledge competencies
(ii) BSc (Hons) Financial Services Management programme specification
(iii) BSc (Hons) Financial Services Management module specifications
(iv) BSc (Hons) Finance & Investment programme specification
(v) BSc (Hons) Finance & Investment module specifications
Page 44 of 44

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CONFIDENTIAL

SELF-EVALUATION DOCUMENT FOR

 The validation of the BSc (Hons) Financial Services Management

 Modifications to the BSc (Hons) Finance & Investment

Monday 7 October 2019

Face-to-face workshops ................................................................................................................ 29

PART A: INTRODUCTION AND BACKGROUND

2. Following approval of the apprenticeships strategy by the then Leadership Group in

Apprenticeship review and sector benchmarking

6. In March 2019, following 17 months of delivering the Barclays Relationship Manager

 Associate Dean, HE Programmes

Summary and recommendations

benchmarking, the governance of apprenticeships, including regulations, policies and

15. The remainder of this Self-Evaluation Document is set out as follows:

Programme and module teams

Name Job Title Role in Programme

Ms Karen Taylor Head of Apprenticeships Programme team leader

Self-Evaluation Document Co-

Dr Maria Carapeto Head of Faculty and Associate Module development lead

Ms Hema Tank Associate Dean, Degree Programme team member

Mr Andy Beck Senior Lecturer, Relationship Programme team member

Mr Mark Heaton Director, Business Programme team member

Mr Stuart Lanigan Lecturer Programme team member

Apprenticeship Personal Tutor

Mr Simon Ling-Locke Senior Lecturer, specialising in Programme team member

Ms Monika Misczcak Data and Business Support Programme team member

Ms Caroline Murray Senior Lecturer, Financial Programme team member

Apprenticeship Personal Tutor

Mr Jon Norton Lecturer, Strategic Programme team member

Ms Liz Turner Head of Assessments Programme team member

Background: ‘Scene setting’

Prior experience in undergraduate provision

 BSc (Hons) in Finance and Accounting for Financial Services;

Financial services sector and apprenticeships

23. New apprenticeship standards are developed by groups of employers, known as

Fit with strategy

BSc (Hons) in Banking Practice and Management

 Financial Markets & Risk (4FFM)

 Financial Services: The Commercial Environment (COEN) replaced from Cohort 1 to

 Strategic Management in Financial Services (SMIF)

 Risk Management in Banking (6RSK)

PART B: VALIDATION OF BSc (HONS) FINANCIAL SERVICES MANAGEMENT

Benchmarking and standards

External reference points

 QAA Characteristics Statement, Higher Education in Apprenticeships, July 201911

Internal reference points

Aims and learning outcomes

platform which cannot be achieved using a traditional, exam-style approach on every

The Project consists of a sizeable, self-contained piece of research on a topic related to

4FFM Financial Markets & Risk

4FRA Financial Statement Reporting & Analysis

4FLM Fundamentals of Leadership & Management

4REM Relationship Management

5CCF Commercial & Corporate Financial Services

5FTR Finance of International Trade

5OPE Operational Management

5OMF Organisational Management in Financial Services

5RET Retail Financial Services

6BRM Bank Risk Management

6PPM Organisational Transformation: Project Planning & Management

6SMF Strategic Management in Financial Services

6WBL Work-Based Learning*