Unit rationale, description and aim
The unit is a foundation unit for understanding financial risk management. This unit introduces the student to the different types of risks faced by corporations and frameworks for assessing and mitigating those risks. Students need to understand the concepts of risk measurement and evaluation, risk management in the board room, enterprise risk management, risk exposures and mitigation. Students will develop skills in identifying and managing risks. You will be to apply derivatives to generate the risk mitigating plans of firms in the context of an ethical perspective. This unit provides you with necessary knowledge and skills needed to get work ready for a career in the banking and finance industry.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Assess risk governance, risk management and enterp...
Learning Outcome 01
Critically analyse the concepts of interest rate, ...
Learning Outcome 02
Measure, interpret and compare financial risks, re...
Learning Outcome 03
Working collaboratively, appraise risk management ...
Learning Outcome 04
Analyse and explain the financial implications of ...
Learning Outcome 05
Content
Topics will include:
- risk governance, risk management framework and enterprise risk management
- concepts and sources of financial risks
- measures of interest rate, stock price, foreign exchange, commodity price, credit, liquidity, and off-balance-sheet risks
- Value at Risk and Expected Shortfall
- management of financial risks using forwards and futures, options, and swaps
- financial implications of ESG risk
- collaboration in the financial risk management context
Assessment strategy and rationale
Assessments are used primarily to foster learning. ACU adopts a constructivist approach to learning which seeks alignment between the fundamental purpose of each unit, the learning outcomes, teaching and learning strategy, assessment and the learning environment. In order to pass this unit, students are required to achieve an overall score of at least 50%. Using constructive alignment, the assessment tasks are designed for students to demonstrate their achievement of each learning outcome.
Assessments are the same regardless of whether teaching mode is attendance, multi-mode, or online. This is indicated in the overview of assessment table below.
Overview of assessments
Assessment Task 1: Written Report: This assessme...
Assessment Task 1: Written Report:
This assessment task consists of a 1500-word research report. This task requires students to demonstrate their declarative and procedural knowledge, with critical analysis and reflective thinking where appropriate.
Submission Type: Individual
Assessment Method: Written report
Artefact: Written report
30%
Assessment Task 2: Research Report: This assessme...
Assessment Task 2: Research Report:
This assessment task consists of a 1500-word research report. This research assessment requires students to work in groups of a maximum of five members. The assessment is based on a real-life issue, local or international, including social aspects like responsibility to the common good. The primary focus is on critical and reflective thinking, and students learning from one another.
Submission Type: Group
Assessment Method: Research report
Artefact: Written report
30%
Assessment Task 3 – Written ReportThis assessment...
Assessment Task 3 – Written Report
This assessment comprises a set of tasks based on real-life cases and examples. This task requires students to demonstrate their literacy, reasoning, thinking and knowledge in all the content covered in the unit.
Submission Type: Individual
Assessment Method: Case studies and scenarios
Artefact: Written report
40%
Learning and teaching strategy and rationale
“Level 3. Focus: what the student does” instead of a “teacher-focused approach” ACU’s teaching policy focuses on learning outcomes for students. Our teaching aims to engage students as active participants in the learning process while acknowledging that all learning must involve a complex interplay of active and receptive processes, the constructing of meaning for oneself, and learning from others. ACU promotes and facilitates learning that is autonomous and self-motivated, is characterised by the individual taking satisfaction in the mastering of content and skills and is critical, looking beneath the surface level of information for the meaning and significance of what is being studied.
The schedule of the workshop is designed in such a way that students can achieve intended learning outcomes sequentially. Teaching and learning activities will apply the experiential learning model, which encourages students to apply higher order thinking. The unit ensures that learning activities involve real-world scenarios that in turn assist with ‘real-world’ preparedness. The unit also uses a scaffolding technique that builds a student’s skills and prepares them for the next phase of the learning process.
This unit is structured with required upfront preparation before workshops, most students report that they spend an average of one hour preparing before the workshop and one or more hours after the workshop practicing and revising what was covered. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for you to prepare and revise. It is up to individual students to ensure that the out of class study is adequate for the optimal learning outcomes and successes.
Mode of delivery: This unit is offered in different modes. These are: “Attendance” mode, “Multi” mode and “Online” mode. This unit is offered in three modes to cater to the learning needs and preferences of a range of participants and maximise effective participation for isolated and/or marginalised groups.
Attendance Mode
In a weekly attendance mode, students will require face-to-face attendance in specific physical location/s. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront preparation before workshops, most students report that they spend an average of one hour preparing before the workshop and one or more hours after the workshop practicing and revising what was covered. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for you to prepare and revise.
Multi Mode
In a multi mode, students will require intermittent face-to-face attendance determined by the School. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront preparation before workshops. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for you to prepare and revise.
Online Mode
In an Online mode, students are given the opportunity to attend facilitated synchronous online seminar classes with other students and participate in the construction and synthesis of knowledge, while developing their knowledge. Students are required to participate in a series of online interactive workshops which include activities, knowledge checks, discussion and interactive sessions. This approach allows flexibility for students and facilitates learning and participation for students with a preference for virtual learning.