You will find the course outlines and

learning outcomes in this booklet. Also

included are recommended reading
SYLLABI FOR lists.

SUMMER SCHOOL
Table of Contents
Irish Studies ............................................................................................................................................. 3
Title: HU5000 – IRISH LIFE & LITERATURE .......................................................................................... 3
Title: HU5013 - SOCIOLOGICAL PERSPECTIVES ON IRISH SOCIETY ..................................................... 4
Title: HU5033 – SACRED SPACE: STAR WARS, GAME OF THRONES AND IRELAND ON SCREEN ......... 5
Title: EH4900 - CREATIVE WRITING: SHORT FICTION ......................................................................... 6
Title: LA4000 – TERRORISM, CRIME & JUSTICE................................................................................... 7
Title: EH4903 – REPRESENTATIONS OF IRISH MYTHS AND LEGENDS ............................................... 9
Title: HU5043 – MODERN IRISH THEATRE ........................................................................................ 11

Education Health Sciences .................................................................................................................... 12

Title: NM4001 – DEVELOPING SELF AS A HEALTHCARE PRACTITIONER ........................................... 12
Title: BR4081 – ACTIVE BODY, ACTIVE MIND .................................................................................... 14
Kemmy Business School ........................................................................................................................ 15
Title: FI4000 - INTERNATIONAL FINANCIAL MARKETS AND TRADING .............................................. 15

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Irish Studies
Title: HU5000 – IRISH LIFE & LITERATURE
Rationale and Purpose of the Module: To provide visiting US students with a
comprehensive introduction to Irish history and culture by means of three, interlinked
strands of learning.

Syllabus: Students attend an intensive series of lecture/ seminars in which they are instructed in
the history of modern Ireland, Irish writing in English and Irish folklore and folk life. The three
stands cover such diverse but linked topics as the emergence of the modern Ireland, the impact of
the Great Irish Famine, the origin of the Irish Folklore, Commission, Storytelling and folk belief and
the development of Irish literature.

Learning Outcomes: Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation,

Synthesis) – On the successful completion of the course students will: Understand the key issues
and historical events which underpinned the struggle for Irish Independence Identify the main
historical figures and organizations associated with the creation of a modern state in Ireland
Appreciate the significance of informal education, folk practise and tradition in pre-Famine Irish
society. Account for the emergence of a Hiberno-English literary culture in Ireland. Appropriately
contextualize the careers of Joyce, Yeats and other major writers.

How the Module will be taught and what will be the Learning Experiences of the Students: The
Summer School module comprises three strands of fifteen contact hours, totalling forty-five lecture
hours of study. Preparatory reading and the format of small group teaching facilitates an intensive
learning environment, which is supplemented by field trips, and expert guided tours.

Prime Texts:

 T. Bartlett (1992) The fall and rise of the Irish Nation

 D. Dickson (2000) New Foundations, Ireland 1660-1800
 D. Kiberd (1996) Inventing Ireland: the Literature of the Modern Nation

Other Relevant Texts:

 J. Cahalan (1999) Double Visions: Women and Men in Modern and Contemporary Irish
Fiction
 J. McCabe (1983) James Joyce and the Revolution of the Word
 J.J. Lee (1989) Ireland, 1912-88

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Title: HU5013 - SOCIOLOGICAL PERSPECTIVES ON IRISH SOCIETY

Rationale and Purpose of the Module: Upon completion of this module, students will have reached
a critical understanding of the recent transformation of Irish Society from a sociological perspective.
Using a seminar format and one fieldtrip the summer school will introduce students to a range of
key themes in recent sociological debate on Irish Society.

Syllabus: Irish society is continually being shaped and re-shaped by both globalizing and localizing
forces. What has become known as the ‘new world order’ has led to a repositioning of Ireland in
relation to Europe and the USA, both culturally and ideologically. The course invites students to
critically examine the workings of Irish society in the 21st century from a sociological perspective.
Lecture themes will include Ireland: globalization and ‘glocalization’; multinational companies and
their influence on and interaction with indigenous industry; recent demographic trends; media
representations of ‘Irishness’ and of poverty, exclusion and inequality in particular in television and
film; society, place and space: the perspective of experience; emigration, immigration and diaspora;
women in Irish society; inequality and social exclusion in terms of class, ethnicity and gender;
inequalities in health and education.

Learning Outcomes: Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation,

Synthesis) – An understanding of the key sociological debates pertaining to contemporary Irish
Society.

How the Module will be taught and what will be the Learning Experiences of the Students: An
understanding of the key sociological debates pertaining to contemporary Irish Society.

Prime Texts:
 Coulter, C and S. Coleman (eds.) (2003) The End of Irish History: Critical Reflections on the
Celtic Tiger. Manchester:, Manchester University Press Devereux, E. (2007) Understanding
The Media London 2nd edition,
 Sage Gray, B (2004) Women and the Irish Diaspora. London, Routledge

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Title: HU5033 – SACRED SPACE: STAR WARS, GAME OF THRONES AND IRELAND ON
SCREEN
Rationale and Purpose of the Module: This summer-school module will offer visiting students an
overview of how and why Ireland has been represented as an otherworldly location in popular
culture.
Syllabus: Landscape, ethnography, and visual culture come together on this course, in which the
students will examine why Ireland is so often used as a backdrop to films. Students will learn about
the history of Ireland and representations of Irishness. A class on stereotypes and film tropes will
illustrate how these conventions produce meaning in a film. Combining this knowledge of Ireland
and visual literacy, the students shall then consider four separate Irish film locations: The North,
Kerry and The Skelligs, the Cliffs of Moher and Dublin City. They will see how multi-layered
understandings of culture, landscape and film technique produce entertaining and yet complex
readings of sacred, spiritual and alien worlds. The module will include a trip to The Skelligs in Kerry,
location of the Star Wars films The Force Awakens and The Last Jedi.
 Class 1: Introduction
 Class 2: Irish History and Culture
 Class 3: Film Stereotypes and Tropes
 Class 4: The North: Game of Thrones
 Class 5: The Sacred: Star Wars
 Class 6: Trip to the Skelligs*
 Class 7: Into the West: Cliffs of Moher
 Class 8: Dublin
Learning Outcomes: Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, and
Synthesis) – On completion of the module, students should be able to: Identify key points in Irish
history and culture. Analyse filmic and televisual artefacts using appropriate terminology. Discuss
the cultural construction of Irish landscape as an ideological space within popular culture. Identify
specific filmic conventions that combine genre and landscape. Generate appropriate written and
oral outcomes from their learning.
How the Module Will Be Taught and What Will Be the Learning Experiences of the Students:
Lectures and tour
Prime Texts:
Game of Thrones Complete Television Series 1-7.
Star Wars Episode VII: The Force Awakens. J. J. Abrams. Lucasfilm. 2015.
Star Wars Episode VIII: The Last Jedi. Rian Johnson. Lucasfilm. 2017.
*Tour Details: Boat trip 45 mins each way, time on Skellig 2 hours. Leave Limerick 8am by bus,
private hire of tour boat, return same day.

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Title: EH4900 - CREATIVE WRITING: SHORT FICTION

Rationale and Purpose of the Module: This summer-school module will offer visiting students
an overview of the elements that make up a successful piece of short fiction. Students will learn
strategies for creating effective characters, dialogue, plots, description, and structure. After
completing this module, students will be able to employ different strategies for opening stories
effectively. Students will receive a NFQ validated Level 8 Supplemental Award entitled
University Certificate in Creative Writing.

Syllabus: Creative Writing: Short Fiction will offer a survey of elements that make up a successful
piece of short fiction. Students will explore these elements through analysing their use in a range
of well-known short stories and through short written exercises designed to help students master
a range of different strategies in creating plots, settings, characters, themes, dialogue, and other
fictional elements. Students will expand their knowledge of fictional techniques and will be able to
appreciate successful fiction more fully. Students will improve their writing skills by learning and
mastering short story elements.

Learning Outcomes: Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation,

Synthesis) – On successful completion of this module, students should be able to: Employ different
strategies for opening stories effectively; Use descriptions effectively to set the tone or to convey
important information; Identify characteristics that create individual characters rather than
stereotypes; Give examples of different types of dialogue; Discriminate between different types of
plot structures; Understand how to make use of themes, symbols, and motifs
Affective (Attitudes and Values) – On successful completion of this module, students should be
able to: Establish effective connections between characters and settings; Demonstrate and apply
these strategies in a completed piece of short fiction and Evaluate the effectiveness of different
strategies for creating settings, characters, dialogues, plots.

Prime Texts
 Burroway, Janet (2010) Writing Fiction: A Guide to Narrative Craft (8th ed.).,Longman
Publications. Charters, Ann (ed) (2003) The Story and Its Writer: An Introduction to Short
Fiction (6th ed.), Boston and New York: Bedford/St. Martins Press.

Other Relevant texts:

 Joyce, James (2006) Dubliners, Norton Critical Edition,
 Connor, Frank (2009) The Best of Frank O Connor, Everymans
Library Brennan, Maeve (2001) The Rose Garden, Counterpoint
 Barry, Kevin (2007) There are Little Kingdoms, Stinging
Fly Press Keegan, Claire (2008) Walk the Blue Fields,
Grove Press

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Title: LA4000 – TERRORISM, CRIME & JUSTICE

Rationale and Purpose of the Module: This summer school is designed to introduce visiting students
to the criminal justice system and theories relating to crime and terrorism. Students will learn how
the criminal law operates at both practical and theoretical levels, as well as developing an insight
into trends and theories on terrorism, one of the most challenging international crimes in
contemporary times. - This module is offered solely to visiting students from universities outside of
the jurisdiction.

Syllabus: The course is divided into three parts. Part 1 introduces the criminal justice system,
focusing on how the criminal process operates and how crimes are defined. It will explore the issues
of balancing the rights of victims and defendants, defining what constitute a crime and examining
specific law, trends and theories in the context of sexual crime. Part 2 examines theories of crime
and justice, illuminating relevant criminological and penological theories. It will explore the
evolution of punishment, control theory, the nature and theories of deviance, prisons, as well as
desistence criminology. Part 3 considers terrorism and the challenges posed by this particular form
of criminal activity. It will look at the history of 'uneasy governance' in Ireland, the use of 'emergency
laws in Ireland prior to and after independence, and the impact of terrorism on the Rule of Law.

Learning Outcomes: Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, and

Synthesis) – On successful completion of this module, students should be able to:
•Describe the operation of the criminal law at both practical and theoretical levels;
•Identify the key requirements for defining crime and criminal liability;
•Evaluate trends and theories on terrorism and related criminal justice issues;
•Determine the impact of historical events in shaping and defining emergency laws in Ireland;
•Utilise criminological theories in order to gain a deeper understanding of crime and the social and
cultural influences that shape laws.

Prime Texts:
Kilcommins & Vaughan (2008) Terrorism, Rights and the Rule of Law: Negotiating State Justice in
Ireland, Wilan Publishing

Contd.

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Other Texts:
 Campbell, Kilcommins, and O'Sullivan (2010) Criminal Law in Ireland: Cases and
Commentaries, Clarus Press
 Elias (1978) The Civilising Process: the history of manners, Basil Blackwell
 Farrall&Caverley (2006) Understanding desistance from crime: Emerging Theoretical
Directions in Resettlement and Rehabilitation, Open University Press
 Foucault (1991) Discipline and Punish: The Birth of the Prison, Harmondsworth
 Garland (1990) Punishment and Modern Society: A Study in Social Theory, Clarendon
 Garland (2002) The Culture of Control: Crime and Social Order in Contemporary Society,
Oxford University Press
 Goodey (2005) Victims and Victimology: Research, Policy and Practice , Pearson Education
Limited
 Kilcommins, O'Donnell, O'Sullivan & Vaughan (2004) Crime, Punishment and the Search for
Order in Ireland , Institute of Public Administration
 Lees (2002) Carnal Knowledge: Rape on Trial, the Women's Press Ltd
 Maguire, Morgan & Reiner (2012) the Oxford Handbook of Criminology, Oxford University
Press
 Maruna (2001) Making Good: How Ex-Convicts Reform and Rebuild Their Lives, American
Psychological Association Books
 McConville& Wilson (2002) the Handbook of the Criminal Justice Process, Oxford University
Press
 O'Malley (2013) Sexual Offences, Round Hall, Sweet & Maxwell
 O'Malley (2009) the Criminal Process, Round Hall, Thomson Reuters
 Rogan (2014) Prison Law, Bloomsbury Professional
 Rogan (2011) Prison Policy in Ireland: Politics, penal-welfarism and political imprisonment,
Routledge
 Walsh (2002) Criminal Procedure, Thomson Round Hall

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Title: EH4903 – REPRESENTATIONS OF IRISH MYTHS AND LEGENDS

Rationale and Purpose of the Module: This summer-school module will offer visiting students an
overview of Irish myths and legends. Students will learn strategies to explore how these traditions
have influenced the construction of Irishness from the ancient past to Christian times. After
completing this module, students will be able to employ different strategies to understand Ireland’s
myths and legends. Students will receive a NFQ validated Level eight Supplemental Award entitled
“University Certificate in Ireland’s Myths and Legends”.
Syllabus: Myths and legends: the module will offer a survey of elements that make up Irish myths,
legends and folklore. Students will explore these elements through analyzing their use in a range of
well-known stories, children’s literature, films and media. Students will identify a wide range of
interlinked and reworked narratives in an enquiry into how they have influenced the international
and domestic understanding of Irish identity. Students will expand their knowledge of mythology
and will be able to appreciate Ireland’s literary and cultural history more fully. Students will
improve their understanding of how these traditions have influenced the construction of Irishness.

Learning Outcomes: Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation,

Synthesis) – On successful completion of this module, students should be able to: Analyse the
importance of myths and legends in the construction of a national identity; Use descriptions
effectively to discuss the cultural construction of Ireland as an ideological space; Identify key
characters and events in Irish mythology; Give examples of the impact of historical events on cultural
representations; Understand how to situate Irish myths and legends in their relevant historical
context.
Affective (Attitudes and Values) – Establish connections between myth and legend and the construction
of national identity; Evaluate the influence of Irish myth and legend in relation to internal and external
perceptions of Irishness; Demonstrate understanding of Irish identity as a malleable and mutable
ideological space.
Prime Texts

 Bhroin, Ciara Ní. (2011). “Mythologizing Ireland” in Keith O’Sullivan and Valerie Coghlan
(eds)
 Irish Children’s Literature and Culture: New Perspectives on Contemporary Writing. Oxon:
Routledge. DeValera, Sinead. (1973). Irish Fairy Tales. London: Pan Books.
 Gregory, Lady Augusta. (2006). Gods and Fighting Men. Dublin: The History Press.
 Heaney, Marie. (2000). The Names upon the Harp: Children’s Irish Legends. London:
Faber and Faber.
 Into the West (1992). Mike Newell. Entertainment Film
Distributors. Film. Scott, Michael. (1992). Irish Myths and
Legends. London: Warner.
 Stoker, Bram. (2003). Dracula. London, New York: Penguin Books.
 The Secret of Kells. (2009). Tomm Moore and Nora Twomey. Buena Vista International. Film.
 The Secret of Roan Inish. (1995). John Sayles. The Samuel Goldwyn Co. Film.
 Wilde, Lady Francesca Speranza. (2007). Ancient Legends Mystic Charms and Superstitions
of Ireland. Charleston SC: Forgotten Books.
Contd.

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Other Texts:
 Gibson Marion, Trower, Shelly and Garry Tregidga, eds. (2012). Mysticism, Myth and Celtic
Identity. Oxon: Routledge.

 Leeming, David. (2005). The Oxford Companion to World Mythology. Oxford: Oxford
University Press.

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Title: HU5043 – MODERN IRISH THEATRE
Rationale and Purpose of the Module: A survey of Irish theatre from the beginning of the Irish
Literary Theatre in 1899 to 1999. Playwrights examined will include Yeats, Lady Gregory, Synge,
O’Casey, Behan, Beckett, Friel, Carr and McDonagh. This course will provide an introduction to Irish
drama in the 20th Century as well as explore the relationship of Irish nationalism and Irish theatre.
Syllabus:
 The Irish Literary Revival and The Abbey Theatre
 Irish theatre’s influence on and reflection of Irish politics and history
 Irish drama and Irish Identity
 International influence of modern Irish drama.
Learning Outcomes: Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation,
Synthesis) – On successful completion of this module, students should be able to:
1. Demonstrate knowledge of major texts, production practices, and theories of drama and
performance that underpin modern Irish theatre practice and assumptions.
2. Explain how historical, cultural and social events and dramatic movements in Irish theatre
are mutually constitutive.
3. Reconstruct, through written explanation or sketches, the evolution of performance
practices and playwrights in 20th Century Irish theatre.
4. Demonstrate knowledge of text and images through extensive examination essays and class
discussion.
Prime Text: Harrington, J.P., 2nd ed., 2008, Modern and Contemporary Irish Drama, Norton, London.
PLAYS:
 W.B.Yeats, Purgatory
 Lady Gregory, the Rising of the Moon
 J. M. Synge, the Playboy of the Western World Sean O’Casey, Juno and the Paycock
 Brendan Behan, the Hostage
 Samuel Beckett, Waiting for Godot Brian Friel, Translations
 Marina Carr, By the Bog of Cats
 Martin McDonagh, The Cripple of Inishmaan
COURSE CALENDAR- PLAYS/LECTURE TOPICS - WEEK 1 (15 Hours)
1. Overview of Irish Theatre and History in the 18th Century.
2. W.B. Yeats, Purgatory
3. Lady Gregory, The Rising of the Moon
4. J. M. Synge, The Playboy of the Western
World WEEK 2 (15 Hours)
1. Sean O’Casey, Juno and the Paycock
2. Brendan Behan, The Hostage
3. Samuel Beckett, Waiting for Godot
4. Brian Friel, Translations
WEEK 3 (15 Hours)
1. Marina Carr, By the Bog of Cats Marina Carr
2. Martin McDonagh, The Cripple of Inishmaan
3. Final Presentations

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Education Health Sciences
Title: NM4001 – DEVELOPING SELF AS A HEALTHCARE PRACTITIONER
Rationale and Purpose of the Module: This summer school interweaves a Celtic spiritual dimension
to healthcare exploring the psychosocial, cultural and spiritual elements in developing personal and
professional practice. Developing emotional intelligence offers a foundation towards transforming
self and caring practice. Engaging in visits to practice areas aims to inform understanding of the
potential application of this approach in developing self in practice.
Syllabus: Context to Celtic spirituality; beliefs and values underpinning contemporary health care
delivery; human inquiry and flourishing; reflective practice; developing and leading the self; sources
of evidence and knowledge informing caring practice; complementary therapies; caring practice;
emotional intelligence; mindfulness as a continuum; consciousness raising; promoting wellbeing; a
journey towards enlightenment and empowerment, sense making in relation to practice visits.
Learning Outcomes: Cognitive
 Describe Celtic spirituality as an influence in promoting well being
 Clarify personal beliefs and values as a foundation for developing self and practice
 Identify insights through reflection in a journey towards personal and professional
development Affective
 Recognise the value of a Celtic spiritual dimension towards developing self and practice
Demonstrate an awareness of the self in transforming practice
 Appreciate the potential of holistic therapies in practice Spiritual dimension towards
developing self and practice Appreciate the potential of holistic therapies in practice
Prime Texts:
 Bohm, D. 1996 On Dialogue New York: Routledge
 Clarke, N. M.2014 A person-centred enquiry into the teaching and learning experiences of
reflection and reflective practice Part one. Nurse Education Today 34(9) 1219-1224.
 Cobb, M., Puchlaski, M.C. ,Rumbold B. (eds) 2012 Oxford Textbook of Spirituality in
Healthcare, Oxford: Oxford University Press United Kingdom.
 Devenny B, Duffy K 2013 Person-centred reflective practice Nursing Standard. 28 (28) 37-43.
Dolphin, S. 2013 Nursing students can be empowered by reflective practice Mental Health
Practice 16(9) 20-23.
 Galanter, M. 2005 Spirituality and the Healthy Mind: Science, Therapy, and the Need for
Personal Meaning. Oxford University Press: USA.
 Hilliard, C. 2006 Using structured reflection on a critical incident to develop a professional
portfolio. Nursing Standard 21(2) 35 – 40.
 Howatson-Jones, L. 2013 Reflective Practice in Nursing: Transforming Nursing Practice 2nd
ed. London: Sage.
 Jasper, M. 2013 Beginning Reflective Practice 2nd Ed. Hampshire: Cengage Learning e book.
Johns, C. 2013 Becoming a Reflective Practitioner 4th Ed. Oxford: Wiley Blackwell.
 Kabat-Zinn, J. 2004 Wherever you go, there you are: Mindfulness Meditation for Everyday
Life. London: Piatkus. Koenig, H. 2013 Spirituality in Patient Care: Why, How, when, and
what. London: Templeton
 Foundation Press. Leigh,J.2016 An embodied perspective on judgements of written reflective
practice for professional development in higher education, Reflective Practice, 17(1)72-85
72-85, DOI: 10.1080/14623943.2015.1123688
Contd.
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 Macdonald,S. 2014 How to keep a reflective journal Royal college of Midwives emagazine
issue 1[accessed 18 November 2015].
 Nelson, S. 2012 The lost path to emancipatory practice: towards a history of reflective
practice in nursing Nursing Philosophy 13 (3)202-13.
 O’ Donohue, J. 1997 Anam Cara: A Book of Celtic Wisdom. Harper Collins Publishers: New
York. 12
 Perssen,E. K. et al. 2015 Analysis of midwifery students' written reflections to evaluate
progression in learning during clinical practice at birthing units Nurse Education in Practice
15(2) 134-140.
 Rolfe, G., Jasper, M., Freshwater, D. 2011 Critical Reflection in Practice Generating
Knowledge for Care Houndsmills: Palgrave MacMillan.
 Savage M 2013 Communicating with haematology patients: a reflective account. Nursing
Standard 28(4)37-43.
 Taylor, B.J. 2010 Reflective Practice for Health Care Professionals: A Practical Guide
Berkshire: Open University Press.
 Timmons, F. 2015 A-Z of Reflective Practice London: Palgrave.
 Williams, M., Penman, D. 2011 Mindfulness: A practical guide to finding Peace in a Frantic
World. Piatkus: Great Britain.

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Title: BR4081 – ACTIVE BODY, ACTIVE MIND
Brief description: It is well established that regular physical activity has enormous health benefits.
Conversely, sedentary lifestyle leads to increased morbidity and mortality yet an astounding
number of individuals remain sedentary.
In this module, you will learn to examine the application of psychological strategies, concepts and
theories in exercise and physical activity settings.
Additionally, you will identify and seek to address the underlying mechanisms for behaviour change
(i.e., increased physical activity) so that interventions that can be disseminated and make a real and
lasting difference.
On completing this module, you will have developed an understanding of interventions and
initiatives that increase and maintain physical activity involvement and also you will be able to
conduct a needs assessment with respect to your own lifestyle behaviours using a variety of
methods.
Learning Outcomes:
 Understand and identify the characteristics and trends that shape active lifestyle
opportunities for themselves and others
 Identify behaviour change models that explain physical activity levels and changing lifestyle
behaviours
 Review active lifestyle choices and experiences with a view to engaging with a behaviour
change model to positively impact their future involvement in active lifestyle choices
 Engage in a range of group and individual physical activities that provide multiple
opportunities to showcase active lifestyles
 Conduct a needs assessment with respect to their lifestyle behaviours using a variety of
methods Engage in appropriate physical activity and self-regulation strategies to meet the
recommended guidelines for physical activity and in turn enhance their health and well-
being Classroom Experience & Assessment
Lectures will be 1-hour duration and there will be between 4 and 6 lab practical classes of 2 hour
duration.
Assessment will be based on the lab practical coursework and will comprise the students proposing a
healthy lifestyle initiative. This proposal will be a aimed at different populations, be they 1st year
undergraduate students, 13 year old teenagers or elderly adults. This assessment comprises 100% of
the mark and is due final week.
Practical Experiences:
The lab practical will comprise aerobic and anaerobic exercises and will take place outdoors on our
beautiful campus. What better way to learn than by being outdoors in nature while studying!

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Kemmy Business School
Title: FI4000 - INTERNATIONAL FINANCIAL MARKETS AND TRADING
Rationale and Purpose of the Module: This module introduces students to international financial
markets with an emphasis on the investment decision process, as framed by behavioural finance.
The concepts of psychological and cognitive biases are contextualised through the experience of
active investment trading using the bespoke KBS Trading Floor, a simulated trading environment
sponsored by Bloomberg. Students will use the software on the Trading Floor to develop an
appreciation of the key financial and economic data. They will also have the opportunity to gain
Bloomberg Certification, a qualification that is internationally recognised. Within the broad
discussion of the psychology of investment decisions, students will be introduced to the notion of
ethical investment choices and will reflect on the importance of individual and corporate social
responsibility. This module will form part of the KBS 'Responsible Business' Summer School, and its
rationale and philosophy aligns with the theme and purpose of this summer school.
Syllabus: This module introduces students to international financial markets with an emphasis on
the investment decision process, as framed by behavioural finance. Students will experience active
investment trading using the bespoke KBS Trading Floor. Using the software on the Trading Floor,
they will develop an appreciation of key financial and economic data.
Students will also have the opportunity to gain Bloomberg Certification, a qualification that is
internationally recognised. Within the broad discussion of the psychology of investment decisions,
students will be introduced to the notion of ethical investment choices and will reflect on the
importance of individual and corporate responsibility. On the Trading Floor, students will be
introduced to trading software, data availability, the data displays and methods of finding news and
instrument codes.
Students will find key data using the homepage, the search function, speed-guides and finding data
using pre-built models. Students will develop skills in financial news analysis. Students will create
charts, adding analyses and trend lines, edit charts and change chart properties. They will analyse
data using pre-built models and software, retrieving real-time data and historical data, and will gain
an insight into financial analytics. Students will be eligible to do the exams to gain Bloomberg's
Trading Floor Certification.
Topics may include: behavioural finance and the flaws of human judgement; ethical investment
choices, market risk; CSR and governance. Students intending to register for this module are
required to hold at least a grade C3 in either Economics, Accounting, Finance in their degree
programme or an approved equivalent.
Learning Outcomes: Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation,
Synthesis) – Distinguish between the various financial markets; Outline how psychological biases and
emotions impair rational human judgement; Appreciate the relationship between risk and return,
and how it relates to portfolio theory; Describe different approaches to ethical investments;
Demonstrate how to search for data using the variety of methods available; Demonstrate how to
search for data and news using the variety of methods available; Construct flexible multi-sheet
information displays and populate with news, real time information, charts and spread sheets; Use
the Excel API to access fundamental, historical, real time and intraday data; Access functions and
securities specific to Equity, Fixed Income, Commodity and FX markets. Affective (Attitudes and
Values).
Contd.

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Appreciate the various methods to retrieve data and news on the Trading Floor; Understand the
relationship between various financial markets; Reflect on moral agency and individual
responsibility.

How the Module will be Taught and what will be the Learning Experiences of the Students:
This module is delivered through lectures, workshops and time on the Trading Floor. Students will
gain the experience of using real time sophisticated trading and investment software with which
they can gain a view of the global financial arena. Time on the Trading Floor will be supported by
lectures that contextualise that experience. Project work and group discussion will be used to reflect
on market and trading activity. Through reflection, a responsible and informed attitude will be
cultivated. Research Findings Incorporated in to the Syllabus (If Relevant):

Prime Texts:
Williams, R T. (2011) Introduction to Trading in the Financial Markets, Technology: Systems, Data
and Networks, Academic Press
Boatright, J. R (2013) Ethics in finance , John Wiley & Sons
Sparkes, R. (2001) Ethical Investment: whose ethics, which investment?, Business Ethics: A European
Review, 10(3), 194-205
Other Texts:
Richardson, B. J. (2011) Ethics and Socially Responsible Investment: A Philosophical Approach,
Osgoode Hall
Boatright, J. R. (2010) Finance Ethics: Critical issues in theory and practice (Vol. 11), John Wiley and
Sons
Kahneman, D. (2011) Thinking Fast and Slow, Macmillan
Bruce, B. R. (Ed.). (2010) Handbook of Behavioural Finance, Edward Elgar Publishing
Camerer, C. F., Loewenstein, G., & Rabin, M. (Eds.) (2011) Advances in Behavioral Economics,
Princeton University Press
Lewis, M (2014) Flash Boys: A Wall Street Revolt, WW Norton & Company Belfort, J. (2007) The Wolf
of Wall Street, Random House

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